Level 5 Intermediate Diploma in Organisational

Learning and Development

Learning and development design to create value
(Unit 5LD02)
Week 1
Learning Outcomes
On completion of this unit, you will:
1.
Understand the legal, cultural,
logistical, financial and learner
factors to be considered when
designing learning and
development.
2.
Be able to establish learning and
development needs in relation to
organisational objectives.
3.
Be able to design engaging learning
and development solutions
underpinned by learning theory
that address identified objectives.
Why are we studying this?

Learning
L&D design
Context of L&D needs
practice
analysis
Learning Outcome 1
Understand the legal, cultural, logistical, financial and learner factors to be
considered when designing learning and development.
1.1 Explore key factors to be considered when designing learning and
development activities.
Task 1: discussion

What are the main

factors that impact on
designing L&D
activities?
Factors to consider in L&D design

• Ensuring alignment and fit with

organisation agenda

• Understanding the structure and culture

• Having an appropriate IT infrastructure

Models; the L&D Cycle

Identifying
development
and learning
needs

Organisational
evaluating objectives designing

implementin
g
Examples and application

BUSINESS 1 BUSINESS 2
Retail sector business with 27 outlets A multi national company working in the
across the UAE in major cities ie Dubai knowledge sector providing a niche
and Abu Dhabi specialising in luxury software product in 18 different countries
home furnishings and goods such as and growing.
lamps, furniture and throws. They employ
They have 22 representatives across these
125 staff across the region and are
countries but HQ is in Qatar where the 4
growing in line with construction and high
company owners are based. Working
end demand from customers. They are
remotely is normal for them however it
currently building their online catalogue
presents challenges in consistency of
of products due to the Covid19 situation
approach and customer services.
and lack of footfall in their shops over the
last year.
Factors in L&D design

1. LEGAL
2. Logistics
3. Financial
4. Learner
5. Performance needs
Factors affecting L&D design

Purpose of programme

Organisational structure

Organisational culture

Existing L&D approaches

Logistics (roles/timeline)

Stakeholders

Financial implications/budget
Unique contexts

• Developing knowledge and skills capital for the firm

• Ability to meet future demand

• An environment that encourages innovation

• Individual led to enhance engagement and performance

• Increasing employability across functions

Legal considerations

• Health, safety and welfare - Health and Safety Act 1974

• Data protection GDPR 2018
• Professional compliance of individuals with a licencing body
• Compliance training for all specific workers ie doctors
• Industry specialist training eg environmental health, disposal of chemical
substances
• Mandatory training eg use of PPE to avoid liabilities and to comply with insurance
Logistics

• Working schedules
• Resource and system availability
• Limitations of delivery methods
• Knowledge and understanding of the deliverer
• Travel and subsistence
Logistical factors

• Buy-in from Stakeholders

• Different roles, responsibilities and experience of the learners

• Impact on day-to-day tasks

• Availability of time and resource from design through to delivery

• Availability of technology
Cultural considerations

• Expectations
• Organisational
• Team
• Local
• National
Learner considerations

• Unique contexts
• Personal motivation and support
• Right time for the learner
• Personal blockers and inhibitors
• Level and speed of learning required
• Existing knowledge, skills and behaviour
Personal motivation

• Intrinsic motivation is about

• Engaging in behaviour or performing activities which
are personally satisfying and performed for their own
sake, rather than for any external reward.E.g.
Reading, Drawing, Playing sport
• Extrinsic motivation is about having a promise of
reward, or avoidance of punishment, in return for us
engaging in behaviour or an activity Eg, working
harder for performance bonus, studying for good
grades and promotion, rewards of money, status,
praise
Differing learning needs context
Unique learners contexts

1. 2. 3.
Who What do they need to When do they need to
are they? learn? learn it?

4. 5. 6.
Where do they need Why do they How will you meet
to learn it? need it? their needs?
Levels of learning and performance

BEHAVIOUR

Learning Domains
ATTITUDES – Gagne (1970)

SKILLS

UNDERSTANDING

KNOWLEDGE
Existing knowledge skills and behaviour

Behaviour Action
Follows instructions well Strongly goal orientated and craves certainty in her
and excels when she Needs to be reinforcedlearning. Using SCARF model; reward this by making
knows what is expected of sure objectives are as clear as possible. Help her design
her personal goals that are clear and challenging to keep up
her focus and motivation
Complains disruptively The perceived lack of fairness is casing a threat reaction
when she sees other Needs to be addressed of fear because she thinks she is struggling. You could
students getting more offer 121 times with all learners so that the attention is
tutor attention than perceived more fairly without singling her out and
herself threatening her status and relatedness domains which
might make her feel incapable compared to others
Existing knowledge or skills

1.What do the audience already know?

2.How will you assess this?
3.What will you do about it?
Existing skills matrix

Payroll Job Interview-ing Macro spread-

sheets

Chloe √ √

Lisa √

Mary √ √ √
Models of competency

• Based on the work of Boyatzis (1982)

• Describe the behaviours needed for high level of performance
• Can be developed to explain the standard expected
• Examples of competencies include:
• Team working
• interviewing
• drawing
Line manager and team support

Engaging and inspiring reasons to

learn Employee
Influencing by creating practice
opportunities Manager
Face to face and digital delivery
skills HR
Collaborative/Autonomous ways
Team
of learning Department
Flexible ways of working
Feedback, support and
encouragement
 Right time for learning

• Making time for learning is not easy, our constantly-

connected lifestyles also means that attention spans are
shrinking
• Individuals may be distracted by other challenges both at
work but also personally
• Microlearning: this is bite-sized chunks of learning content,
completed in three to five minutes, that makes learning
easily digestible.

26
Learning theories

General learning theories Informal/Self Directed Social learning

• McClelland’s need for learning • Vygotsky and Bruner
achievement theory • Deci and Ryan • Bandura
• Vroom’s expectancy theory • Knowles • Siemens and Downes
• Herzberg’s motivators and • Hase and Kenyon • Stepper
hygiene factor theory • Jennings • Lave and Wenger
• Alderfer’s ERG theory • Sambrook • Revans
• Rock’s SCARF model; • Willis • Jarche
• Intrinsic and extrinsic • Davachi et al
motivation; • Hart and Lancaster
• Contribution of positive
psychology.
• Skinner Behaviourism
Learning theories
Learning Theories – Constructivism

Constructivism is an important learning

theory that educators use to help their
students learn. Constructivism is based
on the idea that people actively
construct or make their own knowledge,
and that reality is determined by your
experiences as a learner
Theories Davachi et al - AGES

• A (Attention): 
• G (Generation):
• E (Emotion):
• S (Spacing):

30
Reflective practice
Reflection and application
Self reflection - Gibbs

• DESCRIBE
• FEEL
• EVALUATE
• ANALYSE
• CONCLUDE
• ACTION PLAN
Break (30 minutes)
Task 3: Learning and the brain

What key learning points

from neuroscience should
influence how we design
L&D solutions?
Insights from neuroscience

Embed a Develop
perception of Skills
being
confident and
competent.

Train thinking to
align with
perception.
Neuroscience

• Step 1 – Surface and

challenge.

• Step 2 – Identify
requirements.

• Step 3 – Identify
reminders and rewards.
Insights from neuroscience
Exercise

You have a member of your team who is under-

performing. You are not sure of the cause or exactly what
areas of work are creating difficulty. This person has
been in your team for 6 years and not had any previous
issues but the quality of the work is clearly diminished.

How would you approach this?

What factors would you consider?

What approach would you take to identifying the
issues?
What do you need to know more information about?
Learning Outcome 1
Understand the legal, cultural, logistical, financial and learner factors to be
considered when designing learning and development.
1.2 Assess factors to consider when designing learning and development
programmes for dispersed workforces.
Self directed and solo L&D

• Learners decide what and how

they learn
• They source materials from a
range of suppliers and places
usually using web based services
• They can learn at their own pace,
location and time
Solo learning

• Solo or self directed learning is where

learners manage their own learning journey
and decide for themselves what they want to
learn and how
• The ability for a person to direct their self
development will depend on being able to
make a plan and identify the tools, resources
and strategies needed for one's own learning.
• Behaviors and characteristics associated
with self-directed learning are related to
intrinsic motivation, integrity, agency,
diligence, perseverance and grit. 
Collaborative and group

• Collaborative learning means

working together to achieve a
specific agreed outcome or
objectives
• Group learning can be very informal
and emergent and have no specific
goal but usually has a key theme
such as member of an art group.
• These methods can either take place
f2f or in an online environment such
as an online network or Facebook
group
Technology implications

Research shows that companies

where people are widely trained in
IT skills show:

• Higher levels of uptake of online

and social learning
• And
• greater levels of engagement and
retention than other
Technological implications

Tools:

Social networking
Instant messaging
Online
collaboration
• Types of learning
Video conferencing
• Social learning
• Collaborative learning
• Group vs. team learning
• Cooperative learning
Implications of technology

• Technology restrictions (e.g.

restrictive policies, lack of
support)

• Cultural barriers (e.g. social media

is seen as ‘not work’, unwillingness
to share)

• Skills and knowledge barriers (e.g.

lack of in-house skills needed to
implement social learning)
Culture for dispersed learners
Cultural norms and expectations

There are many considerations in designing

L&D for a multicultural group. Some of
these may be:

1. Timing of the L&D to accommodate

religious holidays or prayer time
2. Language used by a range of cultures
3. Behaviours such as not being forthright
or expressive or vice versa
4. Male learners not coming into physical
contact with female learners
5. Expectations around being instructed
rather than learning by discovery
Central or local L&D

“Because of the nature of the business we can't train everyone to do

everything. The emphasis is on getting people to learn within the
environment where they work and getting them to adapt and apply
that knowledge”
Lorna McKee, Area HR Manager, Hilton Belfast

“Training, developing and empowering your people gives

you the freedom and the confidence to make changes
quickly, affect your business positively and achieve results”
Dave Spong, General Manager, TNT, Barking

© CIPD Research and Policy

Department
Exercise

What elements do you need to

consider from the fact that they are
a dispersed workforce?
What are the cultural and
behavioural considerations?
What are the implications for
central or local L&D support?
What information do you need to
know more about?
Finish