7LD03 Designing Learning to Improve Performance

About this Unit

This unit is part of the CIPD Level 7 Advanced Diploma and a learning and development specialization unit. Considering the organisational need and context that need addressing, the unit focuses on designing learning and delivery. It is designed to give learners the information to design and implement strategic and innovative solutions to foster organisational growth and performance. This unit will assist the learner in understanding how to perform external analysis and develop reports that will influence and persuade stakeholders. It examines modern and traditional learning design methods and models, the variety of delivery methods, and the implications of the learning transfer throughout the organisation. It emphasizes the significance of learning interventions data analysis in developing meaningful and productive learning design.

What you will learn

This unit will assist the learner in examining how various contexts and the external environment influence organisational learning approaches. The learner will also look at the development of solid learning methods and policies and critically examine organisational learning approaches in both internal and external environments. Hence, it will equip the learner with corporate leadership abilities and enable them to learn how to lead and manage people. Furthermore, the learner will assess the strategies for obtaining learning data and its connection to learning requirements. The learner will also be able to compare and contrast the differences between a development gap and a learning gap. In this unit, the significance of learning design and learning delivery will be discussed, in addition to the needs for varied approaches. Finally, the learner will learn the relevance of impact measurement and how learning professionals may assist organisations to become more aware of impact culture.

This unit is suitable for persons who

This unit is essential for the following groups of people who:

• Have completed the CIPD Foundation Diploma in Human Resource Practice and want to pursue a career in human resource management.
• Have worked in the field for a while but don’t have any professional human resource qualifications.
• Are senior people practitioners looking to expand and deepen your ability, knowledge, and abilities to have a more significant effect on strategy, policy, and people
• They want to further their careers in human resources (HR) and learning and development (L&D) management by gaining a professional qualification.
• A desire to gain more autonomy, influence, and judgment to strategically lead and drive organizations and employees.

Learning outcomes

Upon completing this unit, learners should be able to fulfil the following four primary learning outcomes. These outcomes are further classified into a variety of sub-categories. The learning outcomes will enable them to:

• Understand how the external environment and the internal organisational context influence learning.
• Comprehend the significance of a learning needs assessment in the design process.
• Acknowledge the importance of impact measurement in the learning process.
• Understand the significance of contextualized learning event design and delivery.

What are the entry requirements?

Institutions have statutory requirements for their candidates that CIPD does not necessarily regulate. These criteria differ by institution, while others are the same for all students enrolling in the unit. Institutions have established these diagnostic tools to check whether candidates have the required literacy and numeracy skills to complete Designing Learning to Improve Performance (7LD03). To enroll in a course, most institutions expect candidates to have a working understanding of the English language. Some institutions, for example, demand that candidates have a C/4 or higher in English at the GCSE level. Other colleges require applicants who speak English as a second language to have a 6.5 IELTS/ESOL Level 2 equivalent. However, the CIPD offers a policy for non-native English speakers that gives guidelines on suitable English language entry requirements. Most institutions expect applicants to have a bachelor’s degree, CIPD level 5 certifications, and prior human resources experience. In extreme situations, significant strategic people practice experience may be substituted for a degree; however, this is subject to evaluation. Previous learning policies, which allow learners to demonstrate that they already have the information, understanding, or abilities needed to complete the assessment requirements for a unit and do not need to gain them through a course of study, are also recognized by CIPD. The CIPD, for example, has predefined transfer chances to this unit as scheduled exemptions for learners who have completed units from a previous CIPD certification. Learners who have completed units from non-CIPD qualifications that they believe will map to units in this qualification may also submit an application form, together with precise mapping and evidence of attainment, to the CIPD for verification. Finally, in order to enroll in a course, several institutions require candidates to be at least 18 years old. However, the CIPD advises that candidates pursuing this unit have a minimum age of 21.

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Resources used for the unit

Alizadeh, A., Kurian, D., Qiu, S., & Dirani, K. M. (2021). Ethics, corporate social responsibility and the role of human resource development: the academic experts’ view. European Journal of Training and Development.

Armstrong, M., & Taylor, S. (2020). Armstrong’s handbook of human resource management practice. Kogan Page Publishers.

Carbery, R., & Cross, C. (Eds.). (2018). Human resource management. Macmillan International Higher Education.

Dabbagh, N., Marra, R. M., & Howland, J. L. (2018). Meaningful online learning: Integrating strategies, activities, and learning technologies for effective designs. Routledge.

Howes, C. D. (2018). Creative Collabortion in Higher Education: A Guide for Distance Learning Technologies. Morehead State University.

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

Mulvie, A. (2021). Learning and Development for a Multigenerational Workforce: Growing Talent Amongst Age Diverse Employees. Routledge.

Neelen, M. and Kirschner, P.A. (2020) Evidence-informed learning design: creating training to improve performance. London: Kogan Page.

Rose, M. (2018). Management: Alternatives, Consequences and Contexts, London: CIPD. Rose, M.(2018) Reward Management: A Practical Introduction, 2nd edn, London: Kogan Page. Human Resource Management, 162.

Sternad, D. (2019). Effective management: Developing yourself, others and organizations. Red Globe Press.