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1.1 Assess the role of continuous professional development (CPD) in identifying and meeting individuals’ learning and development for current and future business needs

Unit 19: Encourage Learning and Development

Unit reference number: M/506/1962 QCF level: 4

Credit value: 3

Guided learning hours: 16

Unit type: Competence

Unit summary

In this unit, you will learn the principles of learning and development and the importance of this function in the human resources process to support the overall organisational strategy. You will understand that learning is complex and explore the theories of organisational learning and the learning organisation, with a focus on the fact that learning is a continuous process, not a set of discrete training activities.

You will have the opportunity to support individuals in identifying their current and likely future learning and development needs from a range of information sources and provide opportunities for them to apply their learning. As a result of this you will develop your understanding of the relationship between the learning and development function and whole organisational needs

Learning outcomes and assessment criteria

Unit 19: Encourage Learning and Development

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria outline the requirements the learner is expected to meet to achieve the unit.

Learning outcomes                                      Assessment criteria

1 Understand the principles of learning and development

1.1 Assess the role of continuous professional development (CPD) in identifying and meeting individuals’ learning and development for current and future business needs

1.2 Analyse the advantages and limitations of different learning and development methods

1.3 Explain how to identify individuals` learning and development needs

1.4 Evaluate the role of self-reflection in learning and development

2     Be able to support individuals` learning and development

2.1 Promote the benefits of learning to people in own area of responsibility

2.2 Support individuals in identifying their current and likely future learning and development needs from a range of information sources

2.3 Agree with individuals the learning activities to be undertaken, ensuring they are within agreed budgets and consistent with business needs

2.4 Summarise agreed learning objectives, learning activities, review mechanisms and success criteria in a personal development plan

2.5 Create an environment that encourages and promotes learning and development

2.6 Provide opportunities for individuals to apply their developing competence in the workplace

 

Learning outcomes

Assessment criteria

3 Be able to evaluate individuals’ learning and development

3.1     Analyse information from a range of sources on individuals` performance and development

3.2     Evaluate the effectiveness of different learning and development methods

3.3     Agree revisions to personal development plans in the light of feedback

 

Unit amplification: Unit 19: Encourage Learning and Development

AC1.1: Assess the role of continuous professional development (CPD) in identifying and meeting individuals’ learning and development for current and future business needs
  • Terminology: Continuing Professional Education (CPE); Continuing Personal and Professional Development (CPPD), e.g. guiding choices, identifying the abilities and skills required for progression
  • Purpose of CPD: review existing individual knowledge and skills; evaluating personal experiences; identifying need for updating of skills and knowledge e.g. requirements of professional bodies and organisation; employment or contractual requirement
    • Types of learning: organisational learning, learning organisation; nature of learning; knowledge management; importance, e.g. contribution to achieving organisation’s objectives; designed to achieve improvements in corporate, functional, team and individual performance
    • Learning and Development (L&D): progression opportunities e.g. new learning, alternative routes towards new skills; choice of methods, e.g. on job training, off job training, self-directed learning, planned experience, work shadowing, coaching, interactive computer based package, learning, course attendance
    • Factors affecting options available: acceptability, location, access, internal and external resource availability, cost
    • Indicators: labour turnover, productivity measures, quality improvements, performance indicators, e.g. sales figures, customer service feedback
    • Analysis methods: e.g. initial assessment, skills matrix, competency assessment, critical incident technique, job learning analysis, assessment centres, appraisal, interviewing questioning and listening, self-assessment, 360° feedback
    • Self-reflection: theories and concepts of reflective practice, e.g. Honey & Mumford Learning Styles, Murphy’s new situation awareness; analysing, evaluating relevance, identifying learning to apply to new experience
    • Methods: reflective journal, self-assessment, evaluating learning and development activity, skills audit, training needs analysis, appraisal, SWOT analysis (strengths, weaknesses, opportunities, threats), organisation questionnaire on attitudes and practice; opportunities e.g. before or at start of new experience, on-going, ‘Eureka’ moments, when things go wrong, at end of experience, when required to do so
AC1.2: Analyse the advantages and limitations of different learning and development methods
AC1.3: Explain how to identify individuals’ learning and development needs
AC1.4: Evaluate the role of self-reflection in learning and development

Information for tutors

Suggested resources
Books

Beevers, K., Rea, A. – Learning and Development Practice (2nd edition) (Chartered Institute of Personnel and Development, 2013) ISBN 9781843983460

BPP Learning Media – Business Essentials Human Resource Development and Employee Relations (BPP Learning Media, 2013) ISBN 9781445368375

Harrison, R. – Learning and Development (5th edition) (Chartered Institute of Personnel and Development, 2009) ISBN9781843982166

Websites

www.cipd.co.uk – the Chartered Institute of Personnel and Development website offers resource and information relating to human resource practices and learning and development

Assessment

This unit is internally assessed. To pass this unit the evidence that the learner presents for assessment must demonstrate that they have met the required standard specified in the learning outcomes and assessment criteria and the requirements of the Assessment Strategy.

To ensure that the assessment tasks and activities enable learners to produce valid, sufficient, authentic and appropriate evidence that meets the assessment criteria, centres should apply the Unit Assessment guidance and the requirements of the Assessment Strategy below.

Wherever possible, centres should adopt a holistic approach to assessing the units in the qualification. This gives the assessment process greater rigour and minimises repetition, time and the burden of assessment on all parties involved in the process.

 

Unit assessment requirements

This unit must be assessed in the workplace in accordance with the Skills CFA Assessment Strategy for Business Administration, Customer Service and Management and Leadership, in Annexe A. Simulation is not allowed for this unit.

All evidence of occupational competence should be generated through performance under workplace conditions; this includes evidence of achievement for knowledge- based learning outcomes and associated assessment criteria.

Unit assessment guidance

This guidance supports assessors in making decisions about how best to assess each unit and the evidence needed to meet the assessment requirements of the unit. Centres can adapt the guidance for learners and the particular assessment context, as appropriate.

Evidence to achieve this unit should come from the learner’s work activities in a management and leadership role where they have responsibility for the learning and development of their team or direct reports.

Evidence to demonstrate achievement of learning outcomes 2 and 3 is likely to come from a combination of reviewing the learner’s work products, witness testimony and professional discussion or reflective account. The learner’s work products could include communications or meeting minutes as a record of promoting the benefits of learning to people within their area of responsibility (AC2.1), appropriately anonymised personal development plans from within their area of responsibility, evidencing where learning objectives, activities, review mechanisms and success criteria have been agreed (AC2.4) and analysis records documenting where the learner has analysed information from a range of sources on individuals’ performance and development, again within their area of responsibility (AC3.1). The work products should be reviewed by the assessor and used to support the professional discussion to evidence the knowledge and understanding underpinning the learner’s performance. Within the professional discussion, the learner could comment on the process for supporting individuals in identifying their current and likely future learning and development needs from a range of information sources (AC2.2), different learning and development methods used to support individuals’ learning and development, the advantages and limitations of each and how to evaluate how effective they are (AC3.2) and the process for agreeing revisions to individuals’ personal development plans following feedback received (AC3.3). Alternatively, a reflective account could be used in a similar manner to assess the underpinning knowledge and understanding. Witness testimony from colleagues and the line manager should also be used to confirm that the learner has consistently met the requirements over a period of time, as well as met organisational requirements.

Evidence to confirm achievement of learning outcome 1 would best come from a reflective account. If a reflective account is used for learning outcomes 2 and 3, then it would be best to integrate assessment of this learning outcome, giving the learner the opportunity to link and apply their knowledge to workplace activities. For example, the learner could assess the role of continuous professional development in terms of how they have used it in the learning and development process for their direct line reports (AC1.1). In a similar manner, the learner could analyse the advantages and the limitations of the learning and development methods they have used and comment on how they could improve on their practice in the future (AC1.2). The learner’s reflective account to meet the requirements of AC1.1 to AC1.4 must be in sufficient depth and breadth to meet the level of demand of the operative command verbs.

Evidence of Recognition of Prior Learning (RPL) can also be used within the unit to confirm competence. Wherever possible, the learning outcomes in this unit should be assessed holistically across the qualification.

Unit 19: Encourage Learning and Development


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