5OS03 Learning and development essentials 

5OS03 Learning and development essentials 

About This Unit

This part of the course offers key L&D aspects for individuals playing official HRM roles by identifying the relevance of the elements in organisations and their performance. The section features different phases of L&D, from designing, development, and facilitation stages. Despite its classification as an optional unit, it offers an extensive exploration of other forms of learning centered around learner motivation and reinforcing business performance.

What You Will Learn

This part impacts knowledge concerning current agendas and themes that determine the delivery of organizational L&D. The unit also provides perspectives drawn from assessments that link L&D activities with performances in different parts of the organisations. The achievement of corporate objectives is the performance indicator addressed within the unit. Therefore, students will discover a plethora of L&D techniques and how their integration into a single model can solve engagement issues to satisfy learning needs. Furthermore, the focus on facilitation and collective learning techniques and the significance of different scenarios for learner stimulation provide insight that will enable learners to assess the benefits and risks of alternative learning methods.

This Unit Is Suitable for Persons Who

The unit mostly emphasises L&D concepts and, therefore, persons with a professional or academic HR background or the development of L&D activities are well suited for the course and unit. However, individuals new to HR roles and concepts are also suitable for the course. The unit will offer critical knowledge that will help the individuals already occupying HR and L&D ranks and those aspiring in professional practice.

Learning Outcomes

Learning Outcome 1

A student must display a deep understanding of the relation between L&D and the effectiveness of different sections of an organisation. For instance, learners must:

1. Provide sufficient explanations that elucidate the current essential themes and agendas that impact L&D activities in organisations. Meeting this outcome involves explaining data and metrics integration, self-direction and personalisation, informal learning methods, state and political plans on learning, globalisation concepts, and how they relate to the current more performance-oriented themes.
2. Assess the different aspects through which L&D integrates with various organisations’ departments and properly aligns them with attaining strategic goals. Students must, therefore, present solid comparisons between other methods of connecting with parts of organisations and supporting the achievement of goals. Besides, the comparisons will be drawn from elucidating the roles of various practices such as business partnerships and consultations and their relation with different departments and organisational functions.
3. Appraisals of techniques for L&D need identification and what they entail at the individual, group, and organizational levels. The methods include data, metrics, skill, group, financial and environmental analyses, and consultations and feedback reviews.

Learning Outcome 2

Entrants must also be knowledgeable about L&D designs and solutions. However, the portrayal of this understanding will be evaluated through the following schema:

1. The provision of clear explanations of learning techniques and how they can be interwoven to develop L&D activities that meet learning objectives. Therefore, an entrant will address in-person, virtual, and informal learning methods, the principles of integration, and the indicators of an effective blend.
2. Learners must appraise methods reinforcing the transfer of learning by exploring solutions, key concepts, and ideas.
3. Third, suppose a student clearly explains the significance of assessments during the design phase of L&D; in that case, they will have illustrated their knowledge of the importance of evaluation strategies and planning outcomes during programme design.

Learning Outcome 3

Students are required to be well conversant with the purpose and significance of multi-contextual L&D facilitation. The understanding of this section is evident when:

1. Learners properly explore facilitation methods in collective learning that increase individual stimulation. For instance, entrants can explain in detail the facilitation process and measures in learning conducted in person and virtually in a way that demystifies facilitation types, models, and purposes.
2. Entrants appraise the distinctions between virtual and in-person facilitation from a learner’s and facilitator’s perspective. The differences emerge from the skill and competencies required in each context and the surrounding factors.

Learning Outcome 4

Based on concepts and principles addressed within the course, the CIPD foundation demands that all learners understand the vital attributes of alternative learning methods that are beneficial at the individual and organisational levels. In addition, the CIPD uses the following rubric for identifying achievement of the outcome:

1. A clear assessment of the advantages and disadvantages of informal and self-governed learning in individual and organisational contexts. For instance, focus on benefits such as improved development, personalization, and risks such as poor alignment between personal and corporate goals and engagement would help learners meet the requirement.
2. A detailed description of steps individuals can practice to reinforce informal learning and motivate individuals to direct their learning. For example, the curation of resources and provision of multiple activities to choose from, the channeling of external and financial support, facilitation, and overcoming limitations of informal learning through effective strategies. Essentially, entrants must know how to harmoniously merge individuals’ preferences with organisational needs to help meet corporate objectives while engaging and satisfying the learners.

What Are the Entry Requirements?

Since all CIPD courses lack distinct qualification requirements, as long as one can communicate, read and understand English, they qualify for the course and consequently the L&D essentials unit. However, people aspiring for or currently occupying HR positions and seek managerial positions will find the course most impactful. Therefore, the basic course requirement is a solid drive to explore HR and L&D concepts to increase professional skillsets and experience.

How we can help

Our services are customised to tackle individual units and clients’ needs. Therefore, since L&D Essentials (5OS03) has a total of 6 credits, we offer a reinforced learning and support environment that enables all our customers to maximise credits attained in each course. Our personalised services are drawn from our culture based on the development of partnerships and collaborations that aid our clients in achieving high-degree certifications that will enable them to compete in the current highly competitive labour markets. We are, therefore, an ideal partner in your career pursuit journey, streamlining the process every step of the way.

Resources

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

CIPD. (n.d.) Available at: www.cipd.co.uk/knowledge/journals

Clark, D. (2020) Artificial intelligence for learning: how to use AI to support employee development. London: Kogan Page.

Lancaster, A. (2019) Driving performance through learning: develop employees through effective workplace learning. London: Kogan Page.

Page-Tickell, R. (2018) Learning and development: a practical introduction. 2nd ed. London: Kogan Page.

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

People Management. (n.d.) Available at: www.peoplemanagement.co.uk/

Senge, P. (2006) The fifth discipline: the art and practice of the learning organization. 2nd ed. London: Random House.

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

Stewart, J. and Rogers, P. (eds) (2017) Studying learning and development: context, practice and measurement. London: CIPD Kogan Page.

Taylor, D.H. (2017) Learning technologies in the workplace: how to successfully implement learning technologies in organizations. London: Kogan Page.

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

The Chartered Institute of Personnel and Development (CIPD). (n.d) Knowledge Hub. Available at: www.cipd.co.uk/knowledge