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Please use this identifier to cite or link to this item: http://hdl.handle.net/10373/642

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Title: The learner as facilitator: moving outside the “same old cage”
Authors: McKinlay, John W.
Grogan, Shona
Sedakat, Pat
McKinlay, Christopher J.
Affiliation: University of Abertay Dundee. Dundee Business School
Keywords: Human resource development
Issue Date: 2010
Publisher: Emerald
Type: Journal Article
Refereed: peer-reviewed
Rights: Published version (c)Emerald, available from http://dx.doi.org/10.1108/03090591011080977
Citation: McKinlay, J.W., et al. 2010. The learner as facilitator: moving outside the “same old cage”. Journal of European Industrial Training. 34(8/9): pp.790-804. Available from: http://dx.doi.org/10.1108/03090591011080977
Abstract: Purpose – The purpose of this paper is to provide a critical, reflective examination of the organisation, delivery and evaluation of a training event conducted by postgraduate students undertaking a module on human resource development. Design/methodology/approach – The paper seeks to offer a triangulation of semi-structured interviews, archival student written reflective accounts of the training event together with oral narrative from past participants on the module. Findings – This paper examines the form and nature of a training event used as part of an assessment strategy on the human resource development (HRD) module of the MBA programme at the University of Abertay. The findings document the meanings and multiple realities that the participants ascribe to the training event. The interactional variable inherent in the informal and formal dichotomy of learning are also illustrated. Finally, the process of empowerment and reflection for all learners leads to a range of outcomes beyond the fulfilment of the assessment task. Research limitations/implications – The study is exploratory and the authors do not attempt to assess the generalisability of the findings. Practical implications – The significance of the assessment of the training event lies in the manner of its execution and the involvement of the postgraduate student learners. It is anticipated that the wider dissemination of the practice is deemed to be in the interests of the HRD community. Originality/value – The paper highlights an innovative approach to the teaching and learning of human resource development at postgraduate level.
URI: http://hdl.handle.net/10373/642
ISSN: 0309-0590
Appears in Collections:Dundee Business School Collection

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