AC1.1 Learning and development can play a major role in an organisation’s success. Discuss three different ways that learning and development can support the achievement of organisational goals
5LD02 Design Learning and Development Programmes to Create Value
5LD02 Design learning and development programmes to create value
Learner Assessment Brief
Assessment ID / CIPD_5LD02_24_01
Level 5 Associate Diploma in
Organisational Learning and Development
Please write clearly in block capitals.
Centre number:
Centre name:
Learner number (1st 7 digits of CIPD Membership number):
Learner surname:
Learner other names:
Unit code:
5LD02
Unit title:
Design learning and development programmes to create value
Assessment ID:
CIPD_5LD02_24_01
Assessment start date:
Assessment submission date:
First resubmission date for centre marking – if applicable
Second resubmission date for centre marking – if applicable
Declared word count
5LD02 Design learning and development programmes to create value
This unit addresses the relationship between an organisation’s learning and development needs and the design of learning programmes, pathways and activities to meet these. It focusses on the essential skills of clearly identifying what is required from learning and development, and effectively combining a range of different learning methods, both formal and informal, to meet these requirements. The unit considers key factors, including how to measure learning impact and how to make use of the insights offered by psychology, to create impactful learning experiences that support organisational performance and productivity.
CIPD’s insight Learning theories that impact on design (September 2023) Research is continually advancing our knowledge of how humans learn and what this means for effective workplace learning. As a result, traditional models that are applied to learning design and delivery are being challenged and emerging theories are being explored.
This factsheet outlines a range of theories on workplace learning to inform design. It outlines some of the more prominent ideas practitioners need to embrace before the design process commences.
https://www.cipd.org/uk/knowledge/factsheets/learning-theories/
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/
Please note that the purpose of this insight is to link you to CIPD’s research and evidence within the subject area, so that you can engage with the latest thinking. It is not provided to replace the study required as part of the learning or as formative assessment material.
Preparation for the Tasks:
At the start of your assessment, you are encouraged to plan your 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 to guide and support your evidence.
Pay attention to how your evidence is presented.
Ensure that the evidence generated for this assessment remains your own work.
Completing and acting on formative feedback from your assessor.
Reflecting on your own experiences of learning opportunities and continuous professional development.
Reading the CIPD Insight, Fact Sheets and related online material on these topics as well as key research authors on the subject.
You will also benefit from:
Task 1 - Questions
This task seeks to assess your detailed knowledge and understanding of learning programme design.
To complete the task, you should provide a written response to each of the questions below.
Remember that, at this level, it is important that you make appropriate use of wider reading to expand your responses and illustrate key points in your answers.
Learning and development can play a major role in an organisation’s success. Discuss three different ways that learning and development can support the achievement of organisational goals. (AC 1.1)
Identify who, in an organisation, are likely to be the key stakeholders for a learning and development programme. In each case, summarise what their interest in the programme would be and how you would seek to gain their commitment to the programme. (AC 1.2)
Explain three methods for identifying team or individual learning needs, and for each method, at least one key principle pertaining to its use. (AC 1.3)
Explain why it is crucial to set and agree clear learning and development objectives for a programme and how you would do this. Your response should include both how you would set objectives and how you would agree them. (AC 1.4)
Explore three different factors that should be considered when designing a learning and development programme and for each, their potential impact. Your response should include:
one legal factor, such as health and safety requirementsone logistical factor, such as a geographically spread workforceone financial factor, such as budget limitations. (AC 2.1)
There is no requirement to include evidence of the use of references to wider reading for AC 2.1
two ways inclusivity and accessibility can be built into learning and development at the design stage. (AC 2.2)
7. Explain three different ways the impact of learning and development can be measured and why evaluation/impact measurement must be considered at the design stage. (AC 2.3)
8. Assess how one aspect of learning-related psychology and one aspect of neuroscience have influenced approaches to the design of learning and development. (AC 3.1)
9. Discuss a range of learning and development delivery methods and how they can be blended to form an engaging and effective learning and development programme. (AC 3.2)
Your evidence must consist of:
Written responses to each of the nine instructions (approximately 2700 words, refer to CIPD word count policy)
Task 2 – Design
This task seeks to assess your application of knowledge and understanding in relation to the design of learning and development.
To complete this task, you are required to design a learning and development programme (i.e. not just a single session), for a group of learners. Your programme can be designed in response to either of the following:
an organisational L&D need you are already aware of,
or the scenario below.
Scenario A new-to-the-market energy (gas and electricity) provider has recruited 30 new customer service operatives (CSOs), doubling its current CSO team. The CSOs will answer telephone and e-mail enquiries, advising on best services and tariffs and providing first-line support for general, financial and non-emergency service enquiries (with the facility to transfer complex calls to specialists, where appropriate). All the recruits are new to the organisation and new to the CSO role. Your task is to design an induction programme for the 30 new recruits.
Task instructions For either of the options above,
Decide on the specific L&D objectives your programme will address and design a comprehensive L&D programme (i.e. not just a single session) to address these. Your programme must include:
clearly stated L&D objectives
fully relevant learning content
different delivery methods
engagement techniques
impact measurement activities.
Your design should be provided in an appropriate format, (e.g. a table, spreadsheet, specialist software pages, customised template, etc.), as an attachment to your assessment.
It can be shown as a high-level overview but must include sufficient detail for the five requirements (listed at instruction 1 above) to be seen.
In the main body of your assessment, explain:
the context of your L&D design, either briefly explaining your own example or confirming that you are using the provided scenario,
how your design (provided as an attachment) meets the five requirements listed at instruction one above. (AC 3.3)
There is no requirement to include evidence of the use of references to wider reading for AC 3.3
Your evidence must consist of:
A programme design (provided as an attachment, not included in word count)
Written response to instruction 2 (approximately 700 words)
Assessment Criteria Evidence Checklist
You may find the following checklist helpful to make sure that you have included the required evidence to meet the task. This is not a mandatory requirement as long as it is clear in your submission where the assessment criteria have been met.
Task 1 – Questions Assessment criteria
Evidenced
Evidence reference
1.1
Discuss different ways learning and development supports the achievement of organisational goals.
1.2
Identify key stakeholders for learning and development and ways of gaining their commitment to programmes.
1.3
Explain methods for identifying team and individual learning needs and key principles governing their use.
1.4
Explain the importance of setting clear, agreed learning and development objectives and ways of doing this.
2.1
Explore legal, logistical, and financial factors to be considered when designing learning and development.
2.2
Explain how inclusivity and accessibility can be built into learning and development at the design stage.
2.3
Explain how the impact of learning and development can be measured and why this must be considered at the design stage.
3.1
Assess how aspects of learning-related psychology and neuroscience have influenced approaches to the design of learning and development.
3.2
Discuss a range of learning and development delivery methods and how they can be blended to form an engaging and effective learning and development programme.
Task 2 – Design
Assessment criteria
Evidenced
Evidence reference
3.3
Design a learning and development programme which addresses identified learning and development objectives and includes:
• different delivery methods
• engagement techniques
• impact measurement activities.
Declaration of Authentication
Declaration by learner
I can confirm that:
this assessment is all my own work.
where I have used materials from other sources, they have been properly acknowledged and referenced.
I have not used Artificial Intelligence tools to generate content for my assessment.
I understand the consequences of malpractice and accept that any violation of this agreement may result in disciplinary action.
Learner name:
Learner signature:
Date*
*This should be the date on which you submit your assessment
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 for learners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessors must use their discretion in making grading decisions.
The grid below shows the range for each unit assessment result based on 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 to 19
Fail
20 to 25
Low Pass
26 to 32
Pass
33 to 40
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 2.1 and AC 3.3.
Marking grid and feedback for learner
Unit 5LD02: Assessor Feedback to Learner
Centre number
Centre name
Learner number (1st 7 digits of CIPD Membership number)
Learner surname
Learner other names (e.g. first name and middle name(s))
Note to Assessor – Please enter a mark for each AC. You need only provide feedback
where you have awarded a mark of 1. This feedback should be developmental.
TASK 1
AC Number
Assessment Criteria
Mark
1-4
1.1
Discuss different ways learning and development supports the achievement of organisational goals.
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
1.2
Identify key stakeholders for learning and development and ways of gaining their commitment to programmes.
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
1.3
Explain methods for identifying team and individual learning needs and key principles governing their use.
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
1.4
Explain the importance of setting clear, agreed learning and development objectives and ways of doing this.
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
2.1
Explore legal, logistical, and financial factors to be considered when designing learning and development.
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
2.2
Explain how inclusivity and accessibility can be built into learning and development at the design stage.
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
2.3
Explain how the impact of learning and development can be measured and why this must be considered at the design stage.
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
3.1
Assess how aspects of learning-related psychology and neuroscience have influenced approaches to the design of learning and development.
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
3.2
Discuss a range of learning and development delivery methods and how they can be blended to form an engaging and effective learning and development programme.
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Total marks for TASK 1
Total marks for TASK 1 (resubmission 1 if applicable)
Total marks for TASK 1 (resubmission 2 if applicable)
TASK 2
AC Number
Assessment Criteria
Mark 1 -4
3.3
Design a learning and development programme which addresses identified learning and development objectives and includes:
• different delivery methods
• engagement techniques
• impact measurement activities.
Assessor feedback first submission (if applicable)
Assessor feedback resubmission 1 (if applicable)
Assessor feedback resubmission 2 (if applicable)
Total marks for TASK 2
Total marks for TASK 2 (resubmission 1 if applicable)
Total marks for TASK 2 (resubmission 2 if applicable)
Total marks for UNIT
Grade
Total marks for UNIT (resubmission 1 if applicable)
Grade (resubmission 1 if applicable)
Total marks for UNIT (resubmission 2 if applicable)
Grade (resubmission 2 if applicable)
Assessor Feedback Summary
Please use this box to summarise your feedback on the assessment overall. This should highlight strengths and any areas for improvement, either referring to specific ACs or commenting more generally across the assessment. (Note: developmental feedback on any ACs awarded a mark of 1 should have already been provided in the relevant box of the assessment form above.
Please use a different font colour for any resubmission comments)
Assessor name
Submission
Resubmission 1
Resubmission 2
Assessor signature*
I confirm that I am satisfied that to the best of my knowledge, the work produced is solely that of the learner.
Date
*This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.
Sample Answer - Do Not Copy
Learning and development can play a major role in an organisation’s success. Discuss three different ways that learning and development can support the achievement of organisational goals
Learning and development (L&D) are pivotal in fostering organisational success by equipping employees with the skills, knowledge, and behaviours necessary to achieve strategic objectives. By aligning L&D initiatives with organisational goals, businesses can drive performance, innovation, and long-term growth. This discussion explores three key ways in which L&D supports the achievement of organisational goals, reflecting CIPD guidelines.
1. Enhancing Employee Performance and Productivity
Effective L&D initiatives ensure that employees possess the competencies needed to perform their roles efficiently and effectively. Training programmes tailored to address skills gaps can boost individual and team productivity, enabling employees to meet and exceed performance expectations. For instance, providing technical training for employees in a technology-driven organisation enhances their ability to use advanced tools and systems, directly contributing to operational efficiency. Moreover, continuous professional development (CPD) fosters a culture of high performance, which aligns with the organisation’s strategic objectives.
2. Driving Innovation and Adaptability
L&D plays a crucial role in fostering an innovative mindset and preparing employees to adapt to changing market demands. Organisations that invest in upskilling and reskilling their workforce are better positioned to respond to technological advancements and industry shifts. For example, leadership development programmes encourage critical thinking and strategic decision-making, enabling leaders to drive innovation. Similarly, by introducing learning opportunities in emerging fields, such as artificial intelligence or sustainability, organisations remain competitive and future-ready.
3. Promoting Employee Engagement and Retention
A strong focus on L&D demonstrates an organisation’s commitment to employee growth, which significantly influences engagement and retention. Employees who perceive opportunities for career progression through structured learning pathways are more likely to remain loyal and motivated. This reduces turnover rates and associated recruitment costs while ensuring a stable and experienced workforce.
Continued...
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