Explore three factors to consider in preparation for group-based learning and development activities.
5LD03 Facilitate Structured Learning and Development Activities for Groups Learner Assessment Brief
Assessment ID: AVADO_5LD03_24_06
Level 5
Associate Diploma in Organisational Learning and Development
Version 1 – Released June 2024 Expires June 2026 Study Centre information only: Last moderation window is September 2026
5LD03 – Facilitate structured learning and development activities for groups.
This unit is about the effective facilitation of structured learning activities, sometimes referred to as ‘formal’ learning activities. It focusses on the prime L&D skill of managing and enabling learning to take place in a group context. Whilst much of the unit considers the art and practice of facilitation in general terms, it has an extra focus on the essential skill of face-to-face facilitation. As well as considering underpinning ethics and principles, the unit explores the specialist skills involved before, during, and after facilitation which ensure inclusive and outstanding group- based learning experiences.
CIPD’s Insight
Methods of delivering learning interventions (August 2023)
Any method of workplace learning must support individuals, teams or the organisation as a whole to build capability and drive performance. As working environments become more complex, greater agility is required in responding to learning needs. It’s more important than ever to apply the breadth of different learning methods available.
This factsheet defines `learning`, `training` and `development` and examines the main factors to consider when choosing between learning methods. It gives an overview of the various types, from workplace-based learning, like on-the-job training and in-house development programmes, to externally based learning, such as formal qualifications. It also looks at blended approaches to learning.
https:// www.cipd.org/uk/knowledge/factsheets/learning-methods- factsheet/
Evidence-based L&D: measuring learning transfer (March 2022) Organisations often invest large sums of money in learning and development opportunities for their people, but CIPD research finds that only a small minority are evaluating the wider impact on business or society (8%). Learning transfer – applying newly acquired knowledge and skills to real-life situations in the workplace – should be an integral part of the L&D process. So how can organisations measure whether their L&D programmes are having the desired impact? Join Nigel Cassidy and this month’s guests – Robert Brinkerhoff, Senior Research Adviser at Promote International, and David Hayden, Digital Learning Portfolio Manager at the CIPD – as we explore the benefits of measuring and evaluating learning transfer in your organisation. https:// www.cipd.org/uk/knowledge/podcasts/transfer-of-learning/
5LD03 - 2024 Case Study
You are a Learning and Development Business Partner working in a large government-funded organisation where the L&D function is centralised and provides learning materials for use within the wider organisation, delivered by L&D specialists out in the field. These specialists could be referred to as “facilitators”, but there is mixed ability among them, so standards are somewhat inconsistent.
You have been tasked with the design and creation of a training session on a topic of your choice, imagining that it is related theoretically to the organisation’s overall objectives. You have two tasks to complete for this scenario, and they are detailed below, in Task One and Task Two.
Preparation for Tasks:
At the start of the assignment, you are encouraged to plan your assessment work with your assessor and, where appropriate, agree milestones so that they can help you monitor your progress.
Refer to the indicative content in the unit guide and support your evidence.
Pay attention to how your evidence is presented, remembering that you are working in the People Development Team for this task.
Ensure that the evidence generated for this assessment remains your own work.
You will also benefit from:
Acting on formative feedback from your assessor.
Reflecting on your own experiences of learning opportunities, training and continuing professional development.
Utilise the CIPD factsheets, reports and podcasts, as well as any other online material on these topics
Task One – Written response
You are required to produce a written response that will be shared with all the L&D specialists, to help them understand the importance of preparing for training sessions and where you will share some best practice around facilitation skills and the transfer of learning.
You MUST answer the following questions:
1. Explore three factors to consider in preparation for group-based learning and development activities. Your response should cover:
one factor relating to preparing learnersone factor relating to preparing the physical resourcesone factor relating to your professional readiness. (AC 1.1)
2. Explain two principles underpinning the selection of learning resources and materials to support learning activities. (AC 1.2)
3. Discuss the concept of facilitation and two ethical factors involved in the facilitation of group-based learning. (AC 2.1)
4. Explain three learning facilitation methods or techniques and how they can be applied to support learning in a group context. (AC 2.2)
5. Discuss two techniques for monitoring the effectiveness of learning activities during facilitation and two real-time adjustments you might make to meet the needs of individual learners within a group context. (AC2.3)
6. Explain the concept of ‘transfer of learning’ and its significance in workplace learning detailing two benefits of ensuring learning transfer. (AC 3.1)
7. An evaluation of two strategies for supporting the transfer of learning from learning and development activities to the workplace. (AC 3.2)
8. Evaluate two ways line managers can support the transfer of learning for their team members and two ways learning and development can support them in this. (AC 3.3)
Your evidence must consist of:
Written response of 3500 words (+ or – 10%)
Please use the assessment criteria numbers as your headings.
Task Two – This task assesses your ability to facilitate face-to-face, group-based learning and development activity that is inclusive and meets objectives.
To complete the task, you are required to have facilitated at least one learning activity, that meets the following requirements:
is facilitated face-to-face, in person.
is for a group of learners (i.e. minimum three learners).
is of an hour duration in total however we only need a 20 min extraction of it.
involves facilitation strategies/techniques to ensure the activity is inclusive.
addresses specific learning objectives.
You will need to record your session and upload it to YouTube or a similar video sharing platform. We only need a 20 min video extraction of it but make sure it covers the requirements above. Embed the link to this in your written assessment. Please make sure your video is accessible to our assessors.
Write a reflective piece on the effectiveness of your facilitated learning activity of 400 words (+/-10%)
There is no requirement to include evidence of the use of references to wider reading for AC 2.4
Your evidence must consist of:
A video extract (minimum 20 minutes) of your facilitated learning activity. The Assessor will use an Observation Checklist to assess your recorded extract.
Written reflection of 400 words of (+ or – 10%)
Assessment Criteria Checklist
Use this as a checklist to make sure that you have included the required evidence to meet the task.
Assessment Criteria
1.1
Explore factors to consider in preparation for group-based learning and development activities.
1.2
Explain principles underpinning the selection of learning resources and materials to support learning activities.
2.1
Discuss the concept of facilitation and ethical factors involved in the facilitation of group-based learning.
2.2
Explain a range of learning facilitation methods and techniques and how they can be applied to support learning.
2.3
Discuss techniques for monitoring the effectiveness of learning activities during facilitation and making real-time adjustments to meet the needs of individual learners within a group context.
3.1
Explain the concept of ‘transfer of learning’ and its significance in workplace learning.
3.2
Evaluate strategies for supporting the transfer of learning from learning and development activities to the workplace.
3.3
Evaluate the role of line managers in supporting transfer of learning for their team members, and how learning and development can support them in this.
2.4
Facilitate face-to-face, group-based learning and development activity that is inclusive and meets objectives.
Assessment Criteria marking descriptors:
Assessors will mark in line with the following assessment criteria (AC) marking descriptors, and will indicate where the learner sits within the marking band range for each AC
Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors should use the mark descriptor grid as guidance so they can provide comprehensive feedback that is developmental to leaners.
Please be aware that not all the mark descriptors will be present in every
The grid below shows the range for each unit assessment results, based on the total number of marks awarded across all assessment criteria.
To pass the unit assessment, learners must achieve a 2 (Low Pass) or above for each of the assessment criteria .
The overall result achieved will dictate the outcome the learner receives for the unit, provided NONE of the assessment criteria have been failed or referred.
Please note that learners will receive a Pass or Fail result from the CIPD at unit level. Referral grades can be used internally by the centre.
Overall mark
Unit result
0-17
Fail
18-22
Low Pass
23-29
Pass
30-36
High Pass
Marking Descriptors
Mark
Range
Descriptor
1
Fail
The response DOES NOT demonstrate sufficient knowledge, understanding or skill (as appropriate) to meet the AC. Insufficient examples included where required to support answer.
Insufficient or no evidence of the use of wider reading to help inform answer.
Presentation or structure of response is not appropriate and does not meet the requirement of the question/assessment brief.
2
Low Pass
The response demonstrates an acceptable level of knowledge, understanding or skill (as appropriate) to meet the AC.
Sufficient acceptable examples included where required to support answer.
* Sufficient evidence of appropriate wider reading to help inform answer. Satisfactory in-text referencing.
Answer is acceptable but could be clearer in responding to the question/task and presented in a more coherent way.
Required format adopted but some improvement required to the structure and presentation of the response.
3
Pass
The response demonstrates a good level of knowledge, understanding or skill (as appropriate) to meet the AC.
Includes confident use of examples, where required to support the answer.
* Good evidence of appropriate wider reading to help inform answer. A good standard of in-text referencing.
Answer responds clearly to the question/task and is well expressed.
Presentation and structure of response is appropriate for the question/task.
4
High Pass
The response demonstrates a wide and confident level of knowledge, understanding or skill (as appropriate) to meet the AC.
Includes strong examples that illustrate the points being made and support the answer.
*Considerable evidence of appropriate wider reading to inform answer. An excellent standard of in-text referencing.
Answer responds clearly to the question/task and is particularly well expressed or argued.
Presentation and structure of response is clear, coherent, and responds directly to the requirements of the question/task.
* Evidence of wider reading is an important feature of assessments at this level. However, whilst a good and appropriate level of this should be seen across the assessment, there is no requirement for references to appear within every AC response. The following ACs do not require the use of references to wider reading: AC 2.4 and AC 3.2.
Everything You Must Know About 5LD03 Facilitate Structured Learning and Development Activities for Groups
The 5LD03 unit is a cornerstone for professionals aiming to design and deliver impactful learning experiences tailored specifically for groups. Unlike generic training approaches, this unit delves into the intricacies of group dynamics, learner engagement, and outcome-oriented facilitation. It equips practitioners with the skills to not only create structured learning programmes but to adapt them in real time to meet the diverse needs of participants, ensuring an inclusive and productive environment.
This unit goes beyond traditional training delivery by integrating evidence-based methodologies. Facilitators learn how to apply techniques such as collaborative learning models, gamification, and problem-based learning to foster active participation and critical thinking within groups. A core aspect of 5LD03 is understanding the psychological factors that influence group behaviour, such as motivation, conflict, and cohesion, enabling facilitators to manage dynamics effectively.
The unit also focuses on leveraging technology to enhance group learning. By incorporating tools such as virtual collaboration platforms, interactive simulations, and analytics software, facilitators can ensure their sessions remain engaging and data-driven, even in hybrid or remote settings. Furthermore, it highlights the importance of evaluating the effectiveness of learning activities through robust feedback mechanisms, aligning group outcomes with organisational goals.
Ultimately, 5LD03 empowers professionals to deliver structured learning activities that are not just instructional but transformational, fostering collective growth and aligning group capabilities with strategic objectives.
The Importance of Unit 5LD03 in HR
The importance of 5LD03 Facilitate Structured Learning and Development Activities for Groups in Human Resources lies in its direct impact on workforce capability, engagement, and alignment with organisational objectives. HR professionals are uniquely positioned to influence employee growth by designing and delivering structured group learning that fosters collective knowledge-sharing and skill development. This unit ensures HR practitioners understand how to create learning experiences that are not only impactful but also strategically aligned with business goals.
A critical reason this is essential in HR is the increasing need to address group dynamics within teams, particularly in diverse and multi-generational workplaces. Structured learning activities encourage collaboration and help bridge skill gaps while promoting inclusivity and mutual understanding. For instance, HR professionals trained in this unit can tailor sessions to support leadership development, team building, or cross-departmental synergy, ensuring that group learning directly enhances organisational performance.
Moreover, the unit addresses the role of HR in managing change. Whether implementing new technologies or adapting to market shifts, structured group learning provides a platform for employees to upskill collectively, ensuring smoother transitions. It also supports the strategic focus of HR on employee retention; fostering a culture of continuous development increases job satisfaction and loyalty.
Finally, with the rise of remote and hybrid work, HR’s role in facilitating group learning through virtual or blended environments has become paramount. This unit equips HR professionals with the skills to utilise digital tools effectively, ensuring consistent delivery and measurable results, regardless of the format. By mastering this, HR can become a driving force behind organisational agility and long-term success.
Sample Answer of Facilitate Structured Learning and Development Activities for Groups Assignment
1. Factors to Consider in Preparation for Group-Based Learning and Development Activities Preparing Learners : A critical factor when preparing learners is ensuring psychological readiness. This goes beyond assessing knowledge gaps and includes creating a positive and inclusive pre-learning environment. Sending pre-session materials that include clear objectives, examples of practical applications, and opportunities for reflection can reduce anxiety and set expectations. For example, introducing short pre-session videos or self-assessments helps facilitators, particularly those with varied experience levels, engage confidently and be better prepared to interact meaningfully during the session.
Preparing Physical Resources : The standardisation of physical resources is paramount, particularly in a centralised structure. This includes ensuring the consistent quality of presentation tools, learning aids, and the physical or virtual learning environment. For instance, developing a central repository of approved templates, slide decks, and manuals ensures that all facilitators, regardless of their ability, deliver sessions aligned with organisational standards. Conducting regular audits of field resources can also ensure materials remain up to date and relevant.
Professional Readiness : Preparing oneself professionally involves more than understanding the content; it requires a mindset of adaptability and leadership. Facilitators must stay informed on current L&D best practices, emerging technologies, and group management techniques. Regular professional development workshops for facilitators, focusing on advanced facilitation techniques and ethical considerations, can bridge inconsistencies and enhance delivery standards.
2. Principles Underpinning the Selection of Learning Resources and Materials Relevance and Alignment : Resources must be directly tied to the organisation’s strategic objectives and learners’ roles. In a government-funded organisation, this might involve aligning materials with public service goals and compliance standards, ensuring learners see immediate value in the training.
Accessibility and Inclusivity : Materials should cater to diverse learning preferences and accessibility needs. Incorporating multi-format resources such as infographics, audio descriptions, and hands-on activities ensures inclusivity, particularly in a workplace where facilitators may need additional support in adapting resources to varied audiences.
Continued...
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