CIPD Level 5 Unit 5OS03 Learning and Development Essentials Assignment Example 2026

CIPD Level 5 Unit 5OS03 Assignment Example 2026

About this Unit

This unit covers essential aspects of providing and supporting learning within an organisation. It considers how learning and development connects with different areas of the organisation and how, in doing so, it drives individual and organisational performance. The unit goes on to explore the stages of learning programme design, development and facilitation as well as considering how alternative, and more informal, approaches to learning can be supported.

What you will Learn

You will begin by exploring key themes and agendas that currently shape the provision of learning and development, such as emerging technologies and changing government agendas. You will also consider different ways learning and development connects with other areas of the organisation to support achievement of business goals. You will learn about a range of learning and development methods, and different ways they can be blended to form engaging solutions which meet learning objectives. Additionally, you will explore techniques for successfully facilitating learning in groups and how the context of learning, whether in- person or online, affects the learning experience. Finally, you will assess the potential benefits and risks of informal and self- directed learning and recommend steps that learning professionals can take to encourage these methods of learning within organisations.

Learning Outcome, Assessment Criteria and Indicative Content

1 Understand how learning and development connects with other areas of the organisation.

1.1 Explore key themes and agendas that are currently shaping the provision of learning and development in organisations.

Current trends in L&D, for example; emerging technologies such as augmented and virtual reality and artificial intelligence; increased alignment with the business and organisational performance; 70:20:10 theory of workplace learning; growth of self- directed, informal and social learning; use of evidence, data and metrics; use of digital solutions; external drivers such as political and government agendas and globalisation.

1.2 Explain different ways learning and development connect with other areas of the organisation and support the achievement of business goals and objectives.

Ways of connecting and supporting: for example, different structural positioning of L&D within organisations – within HR, within the business line; the role of business partnering and performance consulting; links with other areas of the organisation such as the IT, finance and marketing functions. The vital connection with line managers. Different services provided by L&D and how they support the business, for example how L&D priorities are derived from and support the organisational strategy; induction and speed to competency; capability and development; supporting innovation and competitive edge, accessibility and inclusion, and the development of a learning culture.

1.3 Evaluate methods for identifying learning and development needs and requirements at different levels:

• organisation
• team
• individual

Methods for identifying L&D needs and requirements: for example organisation, team and individual KPls, metrics and data, gap analysis, future state analysis, environmental analysis tools, financial, job analysis, skills audits, survey, observations, assessments, team and individual performance review, performance consulting and interviews, questionnaires, evaluation data, customer feedback and complaints.

2 Understand the design of learning and development solutions.

2.1 Discuss different learning methods and how they can be blended to form engaging learning and development solutions.

Range of L&D methods: for example, faceto- face, technology- based, coaching, mentoring, group activities, individual activities; social learning and communities of practice such as action- learning sets, mobile- based learning, on- job learning. Concepts of blended learning and how to determine an optimum blend, bite- size learning, flipped classrooms, how to sequence and combine learning content, gauging time requirement s and resource implications, best fit with workplace factors.

2.2 Explain concepts of, and strategies for, supporting the transfer of learning to the workplace.

Concepts: thinkers and models, for example Kirkpatrick, Katzell, Brinkerhoff’s Success Case Method, LTEM; the implication of learning ‘for learning’s sake’ and learning that improves performance, skills or behaviour. Strategies: the importance of ensuring effective learning evaluation and impact measurement in the initial design. Using action planning, work-based projects
started within programme and taken forward, use of peer review, action learning sets and communities of practice, follow-up activities, work-based coaching and assessments. The vital role of line managers, for example involvement in programme design including ‘follow-up’ activities; involvement in programme delivery (as contributor, presenter, other); providing post-programme coaching, performance review or workbased assessment; contributing to curation of resources; encouraging informal learning amongst team members; reviewing and extending action plans.

2.3 Assess the importance of including evaluation and impact assessment at the design stage.

Reasons for evaluation; reasons for planning intended impact and evaluation approaches when designing learning activities; potential benefits of including evaluation and impact measures in programme design; potential issues if not considered and included at the design stage.

3 Understand the importance of facilitating learning in different contexts.

3.1 Discuss techniques for facilitating learning in groups and how these can be used to enhance learner engagement.

Facilitation models. Spectrum of facilitation methods – moving the delivery approach from instructor/presenter to facilitator. Facilitation methods and techniques, for example formulating ways of working with learners; using appropriate initial engagement activities, for example icebreakers and warmups; sharing/inputting content; facilitating learner activities and discussions; reviewing and closing activities. Shifting the locus of control and balance of responsibility (between learners and facilitator) for learning and the learning process.

Concept of learner engagement. Techniques for enhancing learner engagement: adult learning and motivation theories, insights from psychology and neuroscience. Techniques for monitoring individual learner engagement within a group context. Encouraging and supporting learners to maximise their own learning within the group.

3.2 Evaluate how online facilitation differs from face-to-face facilitation for facilitators and learners.

Differences between facilitation of face- to- face and online learning activities: consideration of resourcing, environmental and technology requirements; partnership working with key stakeholders, for example IT. Facilitators: skillsets – some transferable, some different; level of proximity to learners; ability to gauge learner response and ‘group atmosphere’; potentially different energy levels; different types of collaborative activities and different approaches to managing learner dynamics; own reaction, motivation and engagement. Learners: levels of involvement and engagement across different learners; level of challenge; competency to use online engagement tools.

4 Understand the importance of alternative methods of learning for individuals and organisations.

4.1 Assess the potential benefits and risks of informal and self-directed learning for individuals and organisations.

Benefits, for example building empowerment, self- awareness and self- reliance; potential increase in amount of development; greater individualisation and personalisation of learning; greater match of development activities to learning needs; potential for wider awareness/sharing/signposting of development opportunities; potential for wider range of skills and knowledge that can be shared informally; learning accessed just- in- time, in- the- flow of work without waiting for formal activities; potential increase in overall organisation knowledge; more agile employees and organisations; potential for increased worker satisfaction and engagement; more effective formal learning through blending with individual learning options; support transfer of learning from formal programmes to workplace.

Risks, for example non- engagement, ‘lonely learning’, lack of stimulation from other learners, possibility of less support, lack of networking, failure to recognise ‘mistakes’ in learning or reinforcement of poor practice. Potential for less monitoring of progress or advancement in learning or application of learning, lack of alignment between individual choices and organisation learning requirements.

4.2 Recommend steps that learning professionals can take to encourage informal learning in organisations and support individuals to manage their own learning.

Encouraging informal and individual learning: embracing insights from psychology and neuroscience, adult learning and motivation theory. Employing specific L&D approaches, for example curation of resources, provision of options rather than predefined solutions, financial support, promoting a learning culture, recognising and promoting the value of informal and social learning, providing appropriate ‘space’ for informal and social learning. Challenging and overcoming reasons for non- engagement, for example self- beliefs, learning history, perceived lack of relevance to work and/or aspirations, personal objectives, logistical factors. Making links from individual aspirations and needs to organisational learning needs. Advising and guiding managers to promote, support and recognise informal learning and self- directed learning.

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