5LD01 Supporting Self-Directed and Social Learning 

5LD01 Supporting Self-Directed and Social Learning 

About This Unit

This section identifies the rising human need for autonomy that stretches further into the learning environment where people prefer self-supervision and flexible hours that fit their living. Additionally, optimum learning in an organization involves the integration of legal measures and social learning. Therefore, this unit recognizes the contribution of all aspects of organizational learning in improving performance but emphasizes the need for creating self-directed learning channels for individuals who wish to learn at their convenience.

What You Will Learn

Within this section, one will discover the relation between social and self-directed learning and their advantages and disadvantages drawn from concepts and theories. Learners will be able to gain the skills and knowledge required to ensure that they can manage themselves while working in an organization. In addition, this unit also provides examples of organizational strategies and approaches that support learning and places focus on technology and its role in self-directed learning. Consequently, a person pursuing the unit will know how to custom-make learning models and resources to motivate and support learners to improve organizational learning.

This Unit is Suitable for

This section is a perfect fit for individuals with experience in HR and L&D or those currently placed in similar positions and roles. On the other hand, individuals who seek in-depth knowledge of organizational learning concepts for applying HR and L&D are also best suited for the course. However, since the course is an advancement of the CIPD’s 3^rd Associate level, the 5^th level is also suitable for CIPD’s level three certification.

Learning Outcomes

At this section’s completion, the CIPD Foundation warrants that the unit will or should have impacted comprehensive learning outcomes in students:

One

A clear understanding of theories and concepts regarding social and self-directed learning because of the unit:

1. Provides an extensive explanation of the social and self-directed learning concepts using definitions and analyses that connect both aspects of learning.
2. Analyzes theories specific to self-directed and social learning that enable learners to make informed learning model choices concerning supporting concepts. Consequently, learners will make clear theory distinctions that will help them select the most appropriate model concerning unit concepts, situations, and needs.
3. Assesses projected risks and benefits of individual and organizational social and self-directed learning. The risks and benefits associated with the learning models include low cognitive learning exploration, low stimulation and engagement, self-reliance, and awareness, activities tailored for specific learning gaps, convenience, increased individual and organizational agility.

Two

Precise knowledge of employee engagement and motivation strategies ideal for self-directed and social learning stemming from:

1. Descriptions of organizational learning and development strategies that reinforce self-directed and informal learning.
2. Definitions of organizational learning approaches that support social learning. For example, financial and technological support and forming professional clusters that interact with other professional groups.
3. Scrutiny of theories that profile learners differently and impact suitable modes of accessing and participating in social and self-directed learning. For instance, generational differences between learners evoke various preferences and expectations that cannot be satisfied by a universal pre-constructed model.
4. Analyses of the impacts of technology such as smart devices, artificial intelligence, and social media usage in supporting social and autonomous learning and the roles of L&D officials in the digital age.
5. Social and self-directed learning insight engages learners to identify the learning models and quantify their effectiveness in individual and organizational performance, using assessment tools and principles.

Three

The ability to compile a set of learning resources ideal for promoting social and self-directed learning models. This ability is developed by:

1. The assessment of principles supporting the compilation of resources for entire organizational L&D programs and specific social and autonomous learning needs. For instance, determining factors in resource selection such as professional credibility, accessibility, relevance, and the target audience enable learners to isolate resources suitable for specific situations and needs.
2. Activities such as the development of L&D resources that satisfy specific knowledge and skill gaps and are readily accessible. This section engages learners to identify the accessibility needs of target groups and individuals to increase access by analyzing and selecting distribution channels based on their advantages and limitations.
3. Coursework that motivates learners to serve as resource curators for their peers based on advantages such as providing a broad array of information that present different perspectives. However, risks attached to peer resource curation such as credibility issues and outdated content also enables learners to identify the role of L&D in curation oversight.

What are the entry requirements?

Being a CIPD foundation course, there are no clear qualifications other than language and age requirements. Firstly, all assignments and coursework are delivered in English. Therefore, aspiring learners whose first language is English or who have passes English language literacy tests are eligible for the course. Second, all applicants must be at least 18 years and passionate about Learning and Development or People Management. Based on the complexity of assignments, concepts, and terminologies in the CIPD’s Level 5 Associate Diplomas in People Management and, Learning and Development, the unit requires learners capable of meeting all the learning outcomes. Besides, all the Level 5 assignments and objectives match coursework at the undergraduate degree level. CIPD centers also conduct their assessments that verify if applicant qualifications suffice for the fifth level. As a result, candidates should pass these requirements to be allowed to pursue the course.

How can we help?

We offer top-quality services round the clock at our clients’ convenience. Our specialty encompasses CIPD courses, where we provide expert advice and input to streamline coursework and study for better grades. Our diversely competent professionals prioritize client-set deadlines, providing input that resonates with promptness and checking off our clientele’s preferences in all assignments. In addition, the diversity of expertise we provide ensures that each order receives maximum input from the experts specialized in the related fields to maximize our client’s course credits. Our input also ensures that each client benefits from delivered grades and informational content that improves the understanding of each section to enable them to meet all syllabus learning outcomes.

Resources

Beevers, K., Hayden, D. and Rea, A. (2019) Learning and development practice in the workplace. 4th ed. London: CIPD Kogan Page.

Bingham, T. and Conner, M. (2015) The new social learning: connect, collaborate, work. 2nd ed. Alexandria, VA: ATD Press.

Doloriert, C., Boulton, W. and Sambrook, S. (2017) Facilitating collective and social learning (e-book). London: CIPD Kogan Page.

Hart, J. (2020) Modern workplace learning: how to build a continuous learning culture. modernworkplacelearning.com.

Hart, J. and Jarche, H. (2014) Social learning handbook: the next generation of learning practices in the age of knowledge sharing and collaboration. London: Centre for Learning & Performance Technologies.

Illeris, K. (2011) The fundamentals of workplace learning: understanding how people learn in working life. Abingdon: Routledge.

Parry-Slater, M. (2021) The Learning and development handbook: a learning practitioner’s toolkit. London: Kogan Page.

People Management UK. (nd) Available at: www.peoplemanagement.co.uk/

Shackleton-Jones, N. (2019) How people learn: designing education and training that works to improve performance. London: Kogan Page.

Stewart, J. and Cureton, P. (2014) Designing, delivering and evaluating L&D: essentials for practice. London: CIPD Kogan Page.

Talent Development. (nd) Available at: www.cipd.co.uk/knowledge/journals

The Association for Talent Development (ATD). (nd) Available at: www.td.org/