You work in the L&D Team in a large organisation. Several people in your organisation are currently learning about a particular subject* in order to develop their work performance.

5LD01 Support informal and self-directed learning

This unit recognises that much of the learning that takes place in organisations happens informally, usually in the form of individuals learning from, and with, each other or accessing learning content as and when required. Equally, individuals are increasingly wanting to learn at their own pace and in a way that fits with their personal schedules and lifestyles.

Being able to champion and support informal and self-directed learning is an essential skill for learning and development professionals. This unit explores that skill and the practical steps that can be taken to encourage informal and self-directed learning and gain the many benefits these processes can bring for both organisations and the individuals who work with them.

CIPD’s insight

Learning and development strategy and policy (August 2023)

A learning and development (L&D) strategy outlines how an organisation develops its workforce`s capabilities, skills and competencies. It’s a key part of the overall business strategy.

This factsheet looks at the influences on L&D strategy, operational and cultural factors, keeping strategy updated, and how this translates into policy. It also examines the different stakeholders involved in organisational L&D. Finally, the factsheet considers the practical elements of implementing an L&D strategy and policy.

https://www.cipd.org/uk/knowledge/factsheets/strategy-development-factsheet/

Evidence-based L&D: measuring learning transfer (Podcast – March 2022)

Episode 175: Research is advancing our knowledge of how people learn and what it means for effective workplace learning. But with a myriad of theories on offer, how can L&D practitioners get started in understanding, let alone applying, the right ones?

Are outdated and ineffective learning models holding your organisation back? CIPD research found that less than half of L&D practitioners are integrating new learning concepts into practice. Theories about effective learning, together with insights from behavioural science and neuroscience, can inform and shape the design of effective and engaging learning. Yet, wrapping your brain around all these theories can feel overwhelming and it can be difficult to know where to start.

https://www.cipd.co.uk/podcasts/transfer-of-learning

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 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 informal and self-directed learning. To complete the task, you should provide a written response to each of the questions below. Remember that, at this level, it is important you make appropriate use of wider reading to expand your responses and illustrate key points in your answers.

1. The terms ‘formal learning’ and ‘informal learning’ are used to describe different approaches to learning in the workplace. Explain what is meant by each of these. (AC 1.1)
2. There are many theories of human learning. With reference to two of these, discuss how people learn from, and with, others in a workplace context. (AC 1.2)
3. Explain what is meant by ‘self-directed learning’ with examples of how this might take place in a workplace. (AC 1.3)
4. Assess the potential benefits and risks of informal learning and of self-directed learning for both individuals and organisations. (AC 1.4).
5. Explain the steps that an organisation can take to encourage informal learning in the workplace. (AC 2.1)
6. Explain the steps organisations can take to encourage self-directed learning. (AC2.2)
7. Assess how digital and technological innovation is encouraging and enabling informal and self-directed learning. (AC 2.3)
8. Formal and group learning often involve some built-in reflection activities – however this is not always the case with informal and self-directed learning.

Discuss two strategies, which could be employed in a workplace context, for supporting individuals to reflect on and measure the impact of their informal and self-directed learning. (AC 2.4)

1. Explain what is meant by ‘curation of learning resources’ and three key principles underpinning how this should be done. (AC3.1)

Your evidence must consist of:                                                                                                Written responses to each of the nine questions (Approximately 2700 words, refer to CIPD word count policy)

Task 2 – Curation

This task seeks to assess your ability to curate a range of complementary learning resources and make them available via an appropriate method or platform.

To complete the task, please read the scenario below and then follow the task instructions.

Task scenario

You work in the L&D Team in a large organisation. Several people in your organisation are currently learning about a particular subject* in order to develop their work performance.

(*You can decide on the subject yourself – it can be something very specialist or technical that you are aware of, or something quite general such as Team Leading).

There is no formal organisational learning programme for the subject, but individuals have been encouraged to do their own research, share their knowledge and learn from/with each other.

To support this informal learning process, you have been asked to curate six different learning resources that are varied and complement each other, and to make these available via an appropriate method/platform. This could be as simple as email, but ideally some form of resource sharing software or platform. (Note: The task only requires you to identify and explain your chosen method.)

Task instructions

1. Provide a written response in which you:

• Briefly explain the six resources you have chosen and your reasons for specifically choosing and combining these six. 
• Briefly explain the method/platform you would (ideally) use to share them and why. (AC3.2)

2. Attach your chosen six items (or identifiable extracts from them, such as a title page /screenshot /photo etc) to your assessment.

Your evidence must consist of: 

• Written response in which you explain your six resources, your reasons for selecting them and the platform you would ideally use to make them available.

(Approximately 1200 words, refer to CIPD word count policy)

• The six resources (or identifiable extracts) you have chosen.

(Not included in word count)

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 Y/N	Evidence reference
1.1	Explain what is meant by the terms ‘formal learning’ and ‘informal learning’ in a workplace context.
1.2	Discuss theories of how people learn from, and with, others and how this applies in the workplace.
1.3	Explain the concept of self-directed learning and how this might take place in the workplace.
1.4	Assess the potential benefits and risks of informal and self-directed learning for both individuals and organisations.
2.1	Explain the steps organisations can take to encourage informal learning.
2.2	Explain the steps organisations can take to encourage self-directed learning.
2.3	Assess how digital and technological innovation is encouraging and enabling informal and self-directed learning.
2.4	Discuss strategies for supporting individuals to reflect on and measure the impact of informal and self-directed learning.
3.1	Explain principles underpinning the curation of learning resources.

Task 2 – Curation Assessment criteria		Evidenced Y/N	Evidence reference
3.2	Curate a range of accessible learning resources in relation to a specific area of learning using an appropriate platform/method to make them accessible to others.

The terms ‘formal learning’ and ‘informal learning’ are used to describe different approaches to learning in the workplace. Explain what is meant by each of these. (AC 1.1)

Start your assignment here

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

 

 

 

 

 

 

 

 

5LD01 Support informal and self-directed learning

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 1.4; AC 2.1; AC 2.2 and AC 3.2.

 

Marking grid and feedback for learner

Unit 5LD01 Assessor Feedback to Learner
Centre number	512P
Centre name	Busec Nova Ltd
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 – Questions
AC Number	Assessment Criteria	Mark 1-4
1.1	Explain what is meant by the terms ‘formal learning’ and ‘informal learning’ in a workplace context.
	Assessor feedback first submission (if applicable)
	Assessor feedback resubmission 1 (if applicable)
	Assessor feedback resubmission 2 (if applicable)
1.2	Discuss theories of how people learn from, and with, others and how this applies in the workplace.
	Assessor feedback first submission (if applicable)
	Assessor feedback resubmission 1 (if applicable)
	Assessor feedback resubmission 2 (if applicable)
1.3	Explain the concept of self-directed learning and how this might take place in the workplace.
	Assessor feedback first submission (if applicable)
	Assessor feedback resubmission 1 (if applicable)
	Assessor feedback resubmission 2 (if applicable)
1.4	Assess the potential benefits and risks of informal and self-directed learning for both individuals and organisations.
	Assessor feedback first submission (if applicable)
	Assessor feedback resubmission 1 (if applicable)
	Assessor feedback resubmission 2 (if applicable)
2.1	Explain the steps organisations can take to encourage informal learning.
	Assessor feedback first submission (if applicable)
	Assessor feedback resubmission 1 (if applicable)
	Assessor feedback resubmission 2 (if applicable)
2.2	Explain the steps organisations can take to encourage self-directed learning.
	Assessor feedback first submission (if applicable)
	Assessor feedback resubmission 1 (if applicable)
	Assessor feedback resubmission 2 (if applicable)
2.3	Assess how digital and technological innovation is encouraging and enabling informal and self-directed learning.
	Assessor feedback first submission (if applicable)
	Assessor feedback resubmission 1 (if applicable)
	Assessor feedback resubmission 2 (if applicable)
2.4	Discuss strategies for supporting individuals to reflect on and measure the impact of informal and self-directed learning.
	Assessor feedback first submission (if applicable)
	Assessor feedback resubmission 1 (if applicable)
	Assessor feedback resubmission 2 (if applicable)
3.1	Explain principles underpinning the curation of learning resources.
	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 – Curation
AC Number	Assessment Criteria	Mark 1-4
3.2	Curate a range of accessible learning resources in relation to a specific area of learning using an appropriate platform/method to make them accessible to others.
	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.