5OS03 Learning and development essentials

This course section identifies the significance of organizational elements and their performance in providing critical L&D features for individuals in official HRM roles. The section covers many stages of learning and development, such as design, development, and facilitation. Furthermore, despite its status as an elective subject, it thoroughly examines various types of learning, with a focus on learner motivation and corporate performance reinforcement.

What You Will Learn

This section raises awareness of current agendas and topics that have an impact on how organizational L&D is delivered. Insights derived from assessments that link L&D operations to various aspects of the organization’s performance are also included in the unit. The achievement of corporate objectives is the unit’s performance indicator. As a result, students will gain an understanding of a variety of L&D strategies and how they can be combined into a single model to address engagement challenges and meet learning objectives. Furthermore, the emphasis on facilitation and group learning strategies, as well as the significance of diverse scenarios for learner stimulation, provide information that will allow students to weigh the benefits and drawbacks of alternative learning methods.

This Unit Is Suitable for Persons Who

Because the unit focuses primarily on L&D principles, the course and unit will benefit anyone with a professional or academic HR background or experience developing L&D activities. Individuals who are unfamiliar with HR responsibilities and ideas may benefit from the training as well. The unit will provide essential knowledge to those currently working in HR and L&D as well as those interested in a career in the field.

Learning Outcomes

The first learning objective

A student must demonstrate a thorough understanding of the relationship between learning and development and the success of various organizational components.

Learners, for example, must provide sufficient explanations to demonstrate the current fundamental topics and agendas affecting L&D operations in organizations. Explaining data and metrics integration, self-direction and customisation, informal learning methods, state and political learning strategies, globalisation notions, and how they relate to contemporary, more performance-oriented topics are all important steps toward achieving this goal.

Examine how L&D connects with different divisions within an organization and aligns them with strategic goals. As a result, students must make sound comparisons between different methods of communicating with various elements of organizations and assisting in the achievement of goals. Furthermore, comparisons will be made by defining the roles of various activities such as business partnerships and consultations, as well as their interactions with other departments and organizational functions.

Techniques for evaluating L&D must be identified, as well as what they include at the individual, group, and organizational levels. Among the strategies employed are data, metrics, skill, group, financial, and environmental assessments, consultations, and feedback reviews.

The second learning objective

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

Clear explanations of learning strategies and how they can be used to design L&D activities that meet learning objectives. As a result, an applicant will discuss in-person, virtual, and informal learning techniques, as well as integration principles and success indicators.

Learners must investigate solutions, key concepts, and ideas in order to evaluate approaches for improving learning transfer.

Assume a student discusses the importance of assessments during the L&D design process; in this case, they will have demonstrated their comprehension of the importance of evaluation methodologies and planned outcomes during program design.

The third learning objective

Students must fully grasp the goal and value of multi-contextual L&D facilitation. When you understand this section, you will be able to:

Learners investigate collective learning facilitation approaches that increase individual stimulation appropriately. To demystify the various forms, models, and goals of facilitation, entrants should be able to describe the facilitation process and measures in both in-person and virtual learning.

Participants compare virtual and in-person facilitation from the perspectives of both the learner and the facilitator. The variations are determined by the skills and competencies required in each setting, as well as the surrounding elements.

The fourth learning objective

Based on the concepts and principles covered in the course, the CIPD foundation requires that all learners understand the critical qualities of alternative learning approaches that are advantageous at the individual and organizational levels. Furthermore, the CIPD uses the following rubric to determine whether an outcome has been met:

An in-depth examination of the advantages and disadvantages of informal and self-directed learning in individual and organizational settings. Learners could meet the criteria by focusing on benefits like better development and personalisation, as well as risks like insufficient alignment between personal and business goals and engagement.

A detailed discussion of the steps that people can take to encourage informal learning and motivate them to take charge of their learning. For example, material curation and the availability of a variety of activities to choose from, the channeling of external and financial assistance, facilitation, and the use of effective methods to overcome the limitations of informal learning. Entrants must understand how to seamlessly integrate individuals’ preferences with organizational needs in order to help achieve business objectives while engaging and gratifying learners.

Who Can Apply? What Are the Requirements?

Anyone who can converse, read, and understand English qualifies for the course and, as a result, the L&D basics unit. The training will be most beneficial to those who are interested in or currently hold HR positions and are looking for managerial opportunities. As a result, the most basic course prerequisite is a strong desire to learn about HR and L&D principles in order to enhance professional abilities and experience.

What we can do to help

Our services are customized to meet the unique needs of individual units and clients. Because L&D Essentials (5OS03) has six credits, for example, we provide a reinforced learning and support environment that enables all of our clients to maximize the number of credits earned in each course. Furthermore, our tailored services are based on a philosophy of fostering partnerships and collaborations in order to assist our clients in obtaining high-level certifications that will allow them to compete in today’s highly competitive labor markets. As a result, we’re an excellent partner in your job search, accelerating the process at every stage.

Reference

1. Beevers, K., Hayden, D. and Rea, A. (2019) Learning and development practice in the workplace. 4th ed. London: CIPD Kogan Page.
2. CIPD. (n.d.) Available at: www.cipd.co.uk/knowledge/journals
3. Clark, D. (2020) Artificial intelligence for learning: how to use AI to support employee development. London: Kogan Page.
4. Lancaster, A. (2019) Driving performance through learning: develop employees through effective workplace learning. London: Kogan Page.
5. Page-Tickell, R. (2018) Learning and development: a practical introduction. 2nd ed. London: Kogan Page.
6. Parry-Slater, M. (2021) The Learning and development handbook: a learning practitioner’s toolkit. London: Kogan Page.
7. People Management. (n.d.) Available at: www.peoplemanagement.co.uk/
8. Senge, P. (2006) The fifth discipline: the art and practice of the learning organisation. 2nd ed. London: Random House.
9. Stewart, J. and Cureton, P. (2014) Designing, delivering and evaluating L&D: essentials for practice. London: CIPD Kogan Page.
10. Stewart, J. and Rogers, P. (eds) (2017) Studying learning and development: context, practice and measurement. London: CIPD Kogan Page.
11. Taylor, D.H. (2017) Learning technologies in the workplace: how to successfully implement learning technologies in organisations. London: Kogan Page.
12. The Association for Talent Development (ATD). (n.d) Available at: www.td.org/
13. The Chartered Institute of Personnel and Development (CIPD). (n.d) Knowledge Hub. Available at: www.cipd.co.uk/knowledge

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