BML323 Module Handbook 2017

Course Outline and Assessment 2017

Business School Dr Andrew Clegg

Designing, Developing and Delivering Training Materials

BML323: Designing, Developing and Delivering Training Materials

Designing, Developing and Delivering Training Materials

Designing, Developing and Delivering Training Materials Introduction

Training is now regarded as an integral element of management strategies for business operating in the tourism, hospitality and events industries and across the wider service sector. However, despite the perceived importance of training, many educators and trainers have entered the industry without a formal teaching qualification or have little experience of developing training programmes. The aim of this programme is to introduce students to a range of tools and approaches central to developing appropriate and effective training programmes and strategies.

Knowledge and Understanding:

On successful completion of this module students will be able to:

Learning Outcomes

•

Develop a critical awareness of the nature, role and importance of training and education within the context of the tourism and event industries, and wider service sector environment

•

Critically evaluate the complete training cycle from the analysis of training needs through to the implementation and evaluation of training

•

Design, organise and deliver effective training strategies and materials that take account of learning processes, learner and trainer styles, evaluation and assessment tools, and appropriate supporting technology and resources

•

Demonstrate effective communication, interpersonal and presentation skills needed to organise and lead training and interpretation programmes confidently

•

Demonstrate appropriate IT Skills

The core concepts and theories relating to the study of training will be delivered through a student-centred series of workshops / seminars.

The purpose of the weekly workshop sessions is twofold. which will be used to introduce you to a number of key concepts relevant to training. You will also be required to undertake preparatory work between sessions so that you can fully contribute to discussions, this may include additional individual research and reading. The purpose of the workshops / seminars will be to develop the cognitive skills needed through a participative, interactive series of discussions,

Designing, Developing and Delivering Training Materials

case studies and exercises, in order to apply your knowledge and understanding of training issues, challenges and scenarios to different organisational settings. Formative assessment will be used to give you feedback on activities to inform your subsequent performance and summative assessment. p. 2

Designing, Developing and Delivering Training Materials

Module Content

[This programme may be subject to minor change depending on the availability of guest speakers]

20/1/17:

Week 1: Introduction to Training - Function, Form and Organisational Context

27/1/17:

Week 2:

Training Needs Analysis

3/2/17:

Week 3:

Training Design and Delivery #1

10/2/17:

Week 4:

Training Design and Delivery #2

17/2/17:

Week 5:

Reading Week

24/2/17:

Week 6:

Workshop 1: Training Sessions

3/3/17:

Week 7:

Monitoring and Evaluating Training

10/3/17: Week 8: Training and Technology Enhanced Learning

17/3/17: Week 9: Workshop 2: Using Technology

24/3/17: Week 10: Workshop 3: Training and Play 31/3/17:

Week 11: Workshop 4: Using the Outdoors

21/4/17:

Week 12: Training Event Preparation/Tutorial

Module Resources

The specific learning outcomes for each session are provided on a weekly basis, and can be accessed via the BML323 Moodle homepage.

The main focus of this module will be on workshops and student-led activities, supported by a series of introductory lectures. Resources are also available online via Business Source Premium and Ebrary, and if you run into problems please do not hesitate to ask the library staff for assistance or you could ask the Business School Subject Librarian for assistance.

A number of relevant text to get you started include: AIREY, D., AND TRIBE, J. (2005) An International Handbook of Tourism Education, Elsevier, London.

EL-SHAMY, S. (2004) How to Design and Deliver Training for the New Generations, Jossey-Bass, USA. HASSELL-CORBIELL, R. (2003) Developing Training Courses - A Technical Writer’s Guide to Instructional Design and Development, LE Publishing, London.

LUCAS, R. (2009) Training Workshop Essentials: Designing, Developing and Delivering Learning Events that Get Results, Wiley, Chichester.

MCARDLE, G. (2007) Training Design and Delivery, ASTD, USA. PISKURICH, G. (2009) Rapid Training Development – Developing Training Courses Fast and Right, Wiley, Chichester. p. 3

Designing, Developing and Delivering Training Materials SIMMONDS, D. (2007) Designing and Delivering Training, Chartered Institute of Personnel and Development, London.

TENNENT, M. (2005) Training for the New Millennium - Pedagogies for Translation and Interpreting, John Benjamins Publishing Company, Philadelphia.

WILSON, J. (2005) Human Resource Development: Learning and Training for Individuals and Organizations, 2nd Edition, Kogan Page, Limited, London.

Self-Directed Activities

As part of the 150 hours for each module, you will also be asked to complete short tasks that will form part of the next lecture session. While not assessed, these tasks are intended to support your own learning, and to explore specific tourism issues covered during the module.

Specific tasks will be allocated on a weekly basis. It is essential that these tasks are completed, as they designed to encourage you to start reading and exploring the resources that you have to hand.

The assessment for this module will consist of a training event (70%) and peer assessment (30%).

Presentation and Delivery of Training Event (70%) Students will be asked to design and deliver a training event, that covers a particular aspect/issue of the tourism or event industry or wider business environment. Students will deliver their event to a local school who will be invited in specifically as part of the assessment regime.

Specific details relating to this assessment will be provided during the course of the module, and via separate documentation.

The assessment criteria for the training event are: •

Clear rationale underpinning the design of the training event and all incorporated training materials, linked to clear learning outcomes and reflecting stages of the training cycle

•

Clear and logical structure of the event, including effective instruction, reflecting the level of the intended audience and related curricula

•

The overall quality of presentation, demonstrating clear engagement with the intended audience

•

Evidence of a range teaching and learning techniques employed, drawing on appropriate resources and technologies

•

The quality of support materials, in terms of their presentation, layout, design, written style, and level of interaction p. 4

Designing, Developing and Delivering Training Materials

Assessment

Peer Assessment Process (30%) Students are required to keep track of their own group performance and reflect on how each group member has contributed to the successful completion of the module assignments. The reflective practitioner log will consist of a goal-setting task sheet and meeting records or minutes, which should be completed after each group meeting for the preparation and delivery of the training event. The peer assessment activity has been organised along two assessment points: a mid-term assessment where the students will evaluate how they have contributed to their group performance up to that point (emphasising the initial contribution to organising the group, dividing tasks and completing initial tasks), and an end-of-term assessment where they will rate each student contribution to the final preparation and delivery of the training pack. During these two peer assessment points, each group will be required to reflect on the students’ individual performance, as reflected by the practitioners log’s accumulated evidence, and assign an individual student mark through a peer assessment process.

The assessment criteria for the training event are: •

Identification of individual role in group

•

Reflection upon own and colleagues’ learning

•

Contribution to group work

•

Support provided to other group members (as appropriate)

•

Evidence of completion of assigned tasks (as appropriate)

Resubmission In the unlikely event that you fail this module, the resit will consist of a 3,500 research essay based around the consideration of the role and function of training within an organisational context.

Submission Dates

Key dates for your diary: •

The training events will take place on the 3rd and 4th May 2017 (subject to school availability).

•

The first peer assessment point will be on 3rd March 2017. The second will follow immediately after the completion of the training event.

p. 5

Designing, Developing and Delivering Training Materials

Student Support

I can be found on the top of floor of the Dome (Room 2.14) on the Bognor Regis campus. If you have any problems please do not hesitate to come and see me. While I am usually around, consultancy work does take me off campus from time to time. Therefore while you are welcome to pop in informally, please email me to make an appointment (a.clegg@chi.ac.uk/tel: 01243 812017) to guarantee that I am in to see you. You can also contact me via Skype. My Skype username is: andyshelpline. I will try and reply to your emails as I can quickly as I can, but at a minimum please give me 24 hours.

You are also strongly advised to check your emails regularly regarding module updates etc.

Evaluation

At the end of the module, you will have the opportunity to complete a module evaluation form to comment on the overall structure, content and quality of the programme. If you have any immediate concerns about the quality of the module then please do not hesitate to come and talk to me directly. The module evaluation form will be available online via the BML323 Moodle homepage.

Student Conduct

The University’s Commitment Charter (Section C) sets out the codes of behaviour that staff and students can expect from one another. Every member of the University community is expected to uphold the Charter commitments and to help to maintain a respectful and constructive learning environment for themselves and for others.

In contact (class) time, and outside of it, the University expects you to show consideration towards other students and the staff of the University. In lectures, seminars and workshops it is your responsibility to avoid behaviour which distracts the learning process for yourself and others. Behaviours which may seem insignificant to you, such as whispering to friends, or texting during a seminar, are almost always noticed! They can have an accumulative, negative impact on the group and the tutor. Such behaviours signal lack of respect for others - even if this was not your intention.

p. 6

Designing, Developing and Delivering Training Materials To help illustrate these points, here are some behaviours that students and tutors have found distracting: •

Talking or whispering in lectures, outside times set aside for group discussion

•

Talking amongst each other when a guest speaker has been invited in to the session

•

Talking or whispering while other students are making points

•

Interrupting other students or the tutor while they are talking

•

Habitually arriving late or leaving early (without forewarning the tutor)

•

Sending and receiving texts

•

Mobile phones ringing (mobile phones should be turned off at the start of the session)

•

Using MP3 players or equivalent

•

Playing electronic games

•

Surfing the net in class (inc. Facebook)

Students whose behaviour disrupts a class persistently may be asked to leave the session. However we are sure that as adult learners you’ll use common sense and be willing to help create the best possible learning environment for everyone.

Attendance

Students are reminded that attendance at all modules is compulsory.

If you miss a session, for what ever reason, you should complete and submit a student absence form to the Business School admin office.

This should be completed as soon as possible from the date of absence.

You are reminded that persistent absence can potentially result in your de-registration from the module. The full University regulations regarding attendance can be found in your student handbook and can be accessed via the BML323 Moodle homepage. You are also asked to arrive punctually for your lectures.

Working with Schools

When working with external clients you must remember that you are representing the University and I would like you to be professional and courteous at all times. Please liaise with your school in a timely manner, and respond to emails promptly. Please make sure that in any correspondence you add a signature to your email, with your position (Level 3 Undergraduate Tourism/Event Management) and contact details. Please also dress professional for any meetings.

p. 7

Relevance

Non-submission of work

Contains little of relevance to the objectives of the assessment task. Fails to answer and address the set topic

Contains limited relevance to the objectives of the assessment task. May address the topic but not the assignment brief. May be scanty and brief.

Inconsistency of relevance to the objectives of the assessment task. Addresses topic but not always the assignment brief. May be significantly short of required length/ time.

May be some deviation from objectives of the assessment task. May not consistently address set question or assignment brief. May be short of required length/time.

Satisfactorily addresses most objectives of the assessment task Completed to acceptable tolerance, limits of time/length.

Competently addresses objectives of the assessment task, but may contain minor errors or omissions at the lower end, where treatment of issues may be superficial. Completed to required time length etc

Clearly addresses the objectives of the assessment task, especially those elements requiring critical analysis. At the higher end the work will not contain errors or omissions.

Authoritatively addresses the objectives of the assessment task, especially those components requiring critical analysis, synthesis and evaluation.

Innovatively addresses objectives of the assessment task, especially those components requiring sophistication of critical analysis, synthesis and evaluation.

Professionally addresses the objectives of the assessment task, especially those components requiring originality of critical analysis, synthesis and evaluation.

Class Marks/Overall Quality

Fail

Fail 1-9% Minimal quality

Fail 10-19% Very poor quality

Fail 20-34% Poor quality

Fail/PP 35-29% Weak quality

3rd 40-49% Acceptable quality

2(ii) 50-59% Sound quality, competent with some limitation

2(i) 60-69% High quality, skilled work

1st 70-79% Outstanding quality

1st 80-89% Outstanding quality

1st 90-100% Exceptional or distinguised quality

Undergraduate Assessment Criteria

Consistent line of profound critical and evaluative argument, displaying the ability to develop original ideas from an innovative synthesis of the work of others. Creative flair in advanced theoretical and conceptual analysis.

A clear and consistent line of highly critical and evaluative argument, displaying the ability to develop oneâ€&#x;s innovative ideas from the work of others.

Creative flair in theoretical and conceptual analysis.

A clear and consistent line of critical and evaluative argument, displaying the ability to develop oneâ€&#x;s own insightful ideas from the work of others. Excellent engagement in theoretical and conceptual analysis.

Generally clear line of critical and evaluative argument, with ability to develop own ideas from the work of others. Ability to engage in theoretical and conceptual analysis.

Some limited critical discussion, but argument is unconvincing, particularly at the lower end where the work is more descriptive. More reliance on work of others rather than developing own arguments. Limited theoretical and conceptual analysis.

Work is descriptive with minimal critical discussion and limited theoretical engagement. Too much reliance on the work of others rather than developing own understanding and application of the material

Descriptive or anecdotal with little or no critical discussion and theoretical engagement. Unconvincing or minimal line of argument. Mostly reliant on the work of others, displaying little understanding or ability to apply the material.

Descriptive or anecdotal work with scanty or no argument. Reliant on the work of others and does not use this to develop own arguments. No critical discussion or theoretical engagement. Little practical and intellectual application.

Work is descriptive and anecdotal. Minimal or no argument. May be entirely reliant on the work of others, with no practical and /or academic application to demonstrate understanding of the material.

No practical, academic or intellectual application.

Argument (Reasoning)

Wide range of relevant and recommended sources used in a profound and consistent way as supporting evidence. Use of cutting-edge sources beyond the recommended texts, including in-depth use of complex material demonstrating advanced independent research.

Wide range of recommended and relevant sources used in an innovative and consistent way to support arguments. In depth use of sources beyond recommended texts, demonstrates creative flair in independent research.

Wide range of relevant and recommended sources used in an insightful and consistent way as supporting evidence. Some in depth use of sources beyond recommended texts, to demonstrate independent research.

Good range of relevant and recommended sources used in an imaginative and largely consistent way as supportingevidence. Use of some sources beyond recommended texts including more complex materials.

Range of relevant and recommended sources are used, but this may be in an unimaginative or literal manner, particularly at the lower end of the range. Limited use of sources beyond the standard recommended materials.

Limited range of relevant and recommended sources are used, but with some inadequacies in their use and employment as supporting evidence. There may be some reliance on dated or unreliable sources.

Very limited range, use and application of relevant and recommended sources. Demonstrates lack of real understanding. Too much reliance may be placed on dated, unreliable or non-academic sources.

Minimal and inadequate knowledge of relevant and recommended sources. Their use as supporting evidence may be inaccurate, inappropriate or negligible. Reliance on dated, unreliable or nonacademic sources.

Irrelevant or minimal use of recommended sources, resulting in a lack of understanding and inadequate supporting evidence. Non-academic sources that lack intellectual integrity are relied upon.

Based on little or no evidence. Lacks academic and intellectual integrity and quality. Use of non-academic sources limits intellectual understanding.

Evidence

Distinguished visual and written presentation. Highly sophisticated yet clear and accessible style.

Extremely good standards of vocabulary, syntax, spelling and punctuation. Innovative yet logical and fluent organisation and development of materials. Highly articulate, coherent and succinct.

Relationships between statement and sections are precisely made with great clarity. Referencing is accurate and appropriate. innovative yet logical and fluent organisation and development of materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.

Outstanding visual and written presentation. Sophisticated yet clear and accessible style. Very good standards of vocabulary, syntax, spelling and punctuation. Possibly Possibly innovative yet logical and fluent organisation and development of materials. Articulate, coherent and succinct.

Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.

Excellent visual and written presentation. Very clear and accessible style. Good standards of vocabulary, syntax, spelling and punctuation. Logical and fluent organisation and development of materials. Coherent and succinct. Relationship between statements and sections are very clear.

Referencing is accurate, appropriate and extensive.

Good visual and written presentation. Clear and accessible style. Generally good standards of vocabulary, syntax, spelling and punctuation. Logical organisation and development of materials.

Coherent. Relationship between statements and sections are easy to follow. Referencing is accurate and appropriate.

Generally sound presentation. Style is largely clear and accessible. There may be minor errors of vocabulary, syntax, spelling and punctuation but these should not detract from the overall meaning. There may be inconsistencies in the organisation and development of materials. The relationship between some statements and sections may not be easy to follow. Some points may not be made coherently or succinctly. Work is referenced accurately with few errors.

Acceptable presentation. Some aspects of the style may be unclear. Points may not be made coherently or succinctly. Some errors of vocabulary, syntax, spelling and punctuation but these are not serious distractions from the overall meaning. Some lack of logical development and organisation of the materials. The relationship between some statements and sections may be hard to follow. Work is referenced accurately with some errors.

Weak presentation. Some aspects of the style may be inappropriate, unclear and inaccessible.

Some points will not be made coherently or succinctly. Errors of vocabulary, syntax, spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. The relationship between some statements and sections may be difficult to recognise. Limited use of references and some may be inaccurate.

Poor visual and written presentation. The style may be inappropriate, unclear and inaccessible.

Points may not be made coherently or succinctly. Errors of vocabulary, syntax,spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. Relationship between statements and sections may be difficult to recognise. References may be absent, inaccurate or incorrect.

Presentation is inappropriate, unclear and inaccessible. Points are not made coherently or succinctly. Compound errors of vocabulary, syntax, spelling and punctuation seriously detract from the overall meaning. Materials lack logical development. Relationship between statements and sections are hard to recognise. References may be absent or incorrect.

Presentation is inappropriate, unclear and inaccessible. Work is not coherent or succinct. Serious errors of vocabulary, syntax, spelling and punctuation obscure the overall meaning. No logical development or organisation of the materials with few links between statements and sections.

References are absent, incorrect or inaccurate.

Structure and Presentation

Designing, Developing and Delivering Training Materials

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Designing, Developing and Delivering Training Materials

Notes

p. 9

Designing, Developing and Delivering Training Materials

Notes

p. 10

Designing, Developing and Delivering Training Materials

Notes

p. 11

Designing, Developing and Delivering Training Materials

BML323:

Designing, Developing and Delivering Training Materials p. 12