Module manager: Prof. Irena Grugulis
Email: I.Grugulis@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2026/27
LUBS5320M Training and Development
This module is not approved as an Elective
This module covers learning and development in and at work, covering both systems where learning works well and contributes to organisational functioning and those where it is deliberately limited, routinised and excluded. Using examples from real workplaces, we consider the impact different strategies, organisational structures, national structures and management have on learning (and vice versa).
This module aims to provide students with knowledge of key skills, learning and human resource development issues through developing a critical awareness of the political, economic, labour market, social and cultural contexts in which workplace learning and development initiatives reside. The module also highlights the nature of skill, the way this has changed and the significance of the international context and comparative learning systems.
Key skills gained and supported include writing skills, presentation skills, group work, working in a team, taking steps to improve teamworking practice, reflection on existing practice. In both written and verbal assessments students will develop their skills in presenting clear coherent arguments and justifying points made with evidence.
On successful completion of the module students will be able to:
ALO1.Recognise the importance of learning in enhancing competitive performance and supporting broader human resource management initiatives.
ALO2.Understand the nature of skill and the impact of workplace power dynamics on skill
ALO3.Explain national training systems and policies with respect to vocational and non-vocational training
ALO4.Recognise the limits that certain human resource management and organisational systems or routines put on learning
ALO5.Identify and critically evaluate the complexities presented when introducing learning initiatives at the workplace
On successful completion of the module, students will be able to:
Academic Skills
SLO1. Critical Thinking: Apply cognitive skills of critical thinking, analysis and synthesis
SLO2. Presentation: Prepare and deliver effective presentations.
SLO3. Academic integrity: Employ good study practices and shared values, giving credit to others where their work contributes to yours.
Work Ready Skills
SLO4. Communication: Communicate effectively both orally and in writing
SLO5. Teamwork/Collaboration: Build constructive, supportive and co-operative relationships with others, towards the achievement of shared goals and outcomes
SLO6. Active learning: Learn through practice, learning proactively and adopting effective learning strategies.
Indicative content
The module starts by examining the nature of skill and the advantages and disadvantages of learning and development for various stakeholders. It then examines international skill systems, how skills requirements have evolved, including the growing importance of soft skills alongside formal and informal learning, knowledge management, skills and flexibility, workplace learning and the relationship between skill and performance.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Workshop | 10 | 2 | 20 |
| Private study hours | 130 | ||
| Total Contact hours | 20 | ||
| Total hours (100hr per 10 credits) | 150 | ||
Preparation for Seminars, Lectures and Assessment
General essay briefing workshop one. Targeted essay briefing on the specific questions set in week five or six, and targeted presentation briefing before the Easter break.
[Note: for many years (decades) we reviewed essay plans. This proved deeply ineffective and only once or twice in several decades did I pick up an error so egregious it would have substantially damaged the student’s marks. This is because the essay plans were very different to the full essays, and marks were awarded for analysis, clarity, argument presentation and other elements not present in the essay plans. Students got upset because their essay plans had been fine, and their essays were not. We shifted to detailed briefings and question-and-answer sessions. This is an S2 module, and students are repeatedly encouraged to read and think about the feedback they have already received. Tutors are available to speak to students and answer questions. This actually works far better than reading essay plans. Students are happier, and marks have improved.]
Essay Feedback: Students are provided with detailed written feedback on essays. This includes approx. a page of feedback detailing what they did well, areas of strength, areas of weakness with ways these could be improved. When weaknesses are only minor (small number of typos, reference glitch) this is highlighted so students are clear how their marks could be improved. Essay feedback is provided in good time for students to read and reflect on before submitting presentations.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Assignment | 2,000 words | 70 |
| Presentation | 15 minute group | 30 |
| Total percentage (Assessment Coursework) | 100 | |
The resit for this module will be 100% by 2,000 words assignment
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
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