Module B867: Reflective (Private) online journal

This weblog has been constructed to aid reflective and critical thinking and developing self-awareness of the module's activities. All or some elements may be kept confidential, or shared with a facilitator to explore thoughts, ideas and analysis.

Index

  • Home page
  • Units: 1 - 3: Activities
  • Skills portfolio template
  • Professional development plan
  • Professional development record
  • Continuous Professional Development (CPD)

Week 2 - 2.3: Exploring talent development in practice - Part 2 - (TGF)

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Reflective activities

  • 1.1 (a) - Part 1
  • 1.1 (b) - Part 1
  • 1.1 (c) - Part 1
  • 1.1 (d) - Part 2
  • 1.2 - Part 1 (TGF)
  • 1.2 - Part 2 (TGF)
  • 2.1 - Part 1
  • 2.1 - Part 2
  • 2.2 ........
  • 2.3 - Part 1 (TGF)
  • 2.3 - Part 2 (TGF)
  • 2.4 - Part 1
  • 2.4 - Part 2
  • 2.5 ..........
  • 2.6 ...........
  • 2.7 - Part 1
  • 2.7 - Part 2
  • 2.8 ..........
  • 3.2 - Parts: 1 & 2 (TGF)

Tutorials (19:00 Hrs) Tuesday's

  • 4th May 2021 (Recording)

Author

Author

B867 Programme

  • OU: B867 - 21E
  • Assessment Guide
  • TMA 01
  • TMA 02
  • EMA
  • Units 1 - 3: Mind-map
  • Learning Occurs
  • Basics of leadership
  • What are the values a good leader needs?
  • Hybrid working
  • Unit 4
  • Unit 5

Bibliography

  • B867 21E, (2021): Workplace learning (online version) - Week 1 - [1st - 7th May]
  • BBC News (2017): Student loans fraud exposed by Panorama
  • Brew, C (2021): Talking' 'Bout Your Generation
  • Dealtry, Richard. (2004): The savvy learner, PROFESSIONAL PRACTICE. Journal of Workplace Learning Vol. 16 No. 1/2, 2004 pp. 101-109 q Emerald Group Publishing Limited 1366-5626 DOI 10.1108/13665620410521567, Intellectual Partnerships, Birmingham, UK
  • Future Learn Ltd, (2015): The Crowd-sourced Guide to Learning. Made by Learners, Curated by Future Learn .
  • Ertmer & Newby (2013): Behaviourism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. The Open University Library
  • Hilton, D. (2021, M-m): Mind-map: Value chain analysis (VCA)
  • Hilton, D. (2021): Reflective online (Private) journal - Module B86
  • Hilton, D. (2011): Qualified Teacher Learning & Skills (QTLS) status
  • Hilton, D. (2021): Continuous Professional Development (CPD)
  • IFL (2008): Code of Practice
  • IFL (2008): Video on membership.
  • Kolb’s Learning Style Questionnaire. (2021): Microsoft Word - Kolb Questionnaire Final.docx
  • Mind-map. 2.3: Ideas about how people learn.
  • Mind-map. 2.4: Classical theories of learning.
  • Mind-map. 2.5: Contemporary learning approaches.
  • Mind-map. 2.6: Organisational learning
  • Mind-map. 3.1: What is HRD strategy
  • Mind-map. 3.2: The impact of context on HRD strategy
  • Mind-map. 3.4: Apprenterships
  • Mind-map. 3.5. Economic and social perspectives on strategy.
  • Mind-map. 3.7: Developing an HRD strategy - a review of guidance
  • Morris, C. (2016): Myers-Briggs personalities. The Washington Post - Business Section (Dec 16, 2012)
  • Potnuru & Sahoo (2016): HRD interventions, employee competencies and organizational effectiveness: an empirical study
  • Video 1.1: Learning in development programmes
  • Video 1.2: HRD in practice
  • Webinar: Wed, May 19, 2021 1:00 PM - 2:00 PM BST. Leadership In Difficult Times Confirmation
  • WLC (2021, A): Policies
  • WLC (2021, B): Prevent Strategy
  • WLC (2021, C): Safeguarding
  • WLC (2021, D): Tool-kit: Coaching and Mentoring Health and Wellbeing
  • WLC (2021, E): BTEC L3 Extended National Diploma in Business
  • WLC (2021, Y): Provision for people with learning difficulties and/or disabilities set out in the Children’s’ and Families Act
  • WLC (2021): About the college
  • Workplace learning with coaching and mentoring - B867: (TMA: 01)

Additional resources:

  • B867 Reading 1, (2016): Facilitating Management Learning – Developing Critical Reflection through Reflective Tools
  • B867 Reading 2, (2010): What is HRD? A definitional review and synthesis of the HRD domain
  • B867 Reading 3, - Shipton, H. (2006): ‘Cohesion or confusion? Towards a typology for organizational learning research’, International Journal of Management Reviews, vol. 8, no. 4, pp. 233–52
  • Hilton, D. (2011): An investigation of student and teacher's perceptions of Blended learning at an Inner London Further Education college (ILFEC), and some recommendations for delivering effective Blended Learning. Continuous Professional Development (CPD), Institute for Learning (IFL): Practitioner Researcher Programme (PRP) - in conjunction with SKOPE - at Oxford University.
  • Shukr, M (2017): School of Education and Childhood Studies, University of Portsmouth. "Commodification of Education in United Kingdom." Journal of Law and Society Management 4 (1).
  • Spender and Scherer, (2007): The Philosophical Foundations of Knowledge Management: Editors’ Introduction
  • Swanson, R. A. (2001) ‘Human resource development and its underlying theory’, Human Resource Development International, vol. 4, no. 3, pp. 299–312.
  • Taylor, S. (2014) Resourcing and Talent Management, London, CIPD.
  • Video 1.1 - Transcript - Learning in development programmes
  • Video 1.2 - Transcript - HRD in practice

Acknowledgement

  • Figure 1.2: Kolb, D. (1984) Experiential Learning, Englewood Cliffs, N. J., Prentice Hall.
  • Figure 1.3: Pedler, M., Burgoyne, J. and Boydell, T. (2001) A Manager’s Guide to Self-development, McGraw Hill.
  • Figure 2.2: Honey, P. and Mumford, A. (1992) The Manual of Learning Styles, 3rd edition, Maidenhead, Peter Honey Publications.
  • Table.1: Hilton, D (2016): Files held in WLC (West London College's) HR Department

Author's profile:

Mr David Hilton: [Business Lecturer and Learning Technologist]

A level seven graduate with over 20 years' experience in the spheres of Production and Quality Assurance Engineering. Also, a former Co. Director with over 10 years’ track record of business success in the service sector. Currently a Business Lecturer / Grade 1: Maths Lecturer and Learning Technologist with over 15 years’ experience of applying Traditional and Blended learning solutions within the FE (Further Education) and HE (Higher Educational) environments.

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