5LD01 SUPPORTING SELF-DIRECTED AND SOCIAL LEARNING

This section describes how the desire for autonomy is growing in society and permeates the classroom, where students prefer self-direction and flexible schedules. Additionally, integrating legal and social learning measures is necessary for optimal learning within an organisation. Because of this, this unit emphasises the need for self-directed learning channels for people who prefer to learn at their own pace while also recognising the significance of all organisational learning aspects in improving performance.

What You Will Discover

Based on ideas and theories, this section examines how social and self-directed learning are related and their advantages and disadvantages. They will acquire the skills and knowledge that learners need to manage themselves while working for an organisation. Along with a focus on technology and its role in self-directed learning, this unit also includes examples of organisational strategies and approaches that support learning. To improve organisational learning, a student who completes the unit can customise learning models and resources to inspire and support learners.

This unit is appropriate for

People with experience in HR and L&D, as well as those currently employed in positions and roles similar to these, will do particularly well in this section. On the other hand, those looking to gain in-depth knowledge of organisational learning concepts for use in HR and L&D applications are best suited for the course. Since the fifth level is an advancement of the third associate level of the CIPD, it is also appropriate for the level three certification.

Learning Results

The CIPD Foundation guarantees that by the end of this section, students will have experienced the following comprehensive learning outcomes as a result of the unit:

First

A thorough comprehension of theories and ideas about social and self-directed learning is possible as a result of the unit:

• It thoroughly explains the concepts of social and self-directed learning using definitions and analyses that link the two aspects of learning.
• Looks at social and self-directed learning theories that let students choose learning models and ancillary ideas with knowledge. As a result, students can distinguish between various theories, enabling them to select the best model for the concepts, circumstances, and needs of the unit.
• Assesses the advantages and disadvantages of social and independent learning for people and organisations. Risks and benefits of learning models include low cognitive learning exploration, low stimulation and engagement, self-reliance and awareness, activities designed to fill specific learning gaps, convenience, and increased personal and organisational adaptability.

Second

precise understanding of employee engagement and motivation techniques, ideal for social and self-directed learning.

• Self-directed and informal learning strategies supported by organisational learning and development strategies are described.
• Methodologies for organisational learning that encourage social learning are defined—support in terms of money and technology, for instance, and the development of interconnected professional clusters.
• Analysing theories that classify learners in various ways impacts the most effective means of gaining access to and engaging in social and self-directed learning. For instance, generational differences among students elicit a broad range of preferences and expectations that a single pre-built model cannot satisfy.
• Investigating how technology, such as smart devices, artificial intelligence, and social media use, can support social and autonomous learning and the role of L&D officials in the digital age.
• Social and self-directed learning insight engages students in identifying learning models and measuring their effectiveness in personal and organisational performance using assessment tools and principles.

Third

The capacity to compile a library of excellent educational materials for supporting social and independent learning models. The following elements aid in the growth of this skill:

• A review of the guiding principles for gathering materials for all L&D programmes within an organisation and the particular needs for social and independent learning. For instance, by considering deciding factors in resource selection like professional credibility, accessibility, relevance, and the target audience, learners can isolate resources suitable for specific situations and needs.
• Initiatives like the development of easily accessible L&D materials that target particular knowledge and skill gaps In this section, students are challenged to analyse and choose distribution channels based on their benefits and drawbacks to improve access by identifying the accessibility needs of target groups and individuals.
• Assignments that encourage students to serve as resource curators for their peers, with advantages like offering a variety of data from various viewpoints. However, by taking into account the dangers of peer resource curation, such as questions of credibility and out-of-date content, learners can recognise the role of L&D in curation oversight.

What criteria must you meet to enter?

There are no specific requirements for this CIPD foundation course other than language and age restrictions. Initially, only English is used for all coursework and assignments. As a result, candidates for the course must be native English speakers or have passed English language literacy exams. Second, each applicant must be at least 18 years old and have a keen interest in either human resources management or learning and development. Finally, due to the complexity of the assignments, ideas, and terminologies in the CIPD’s Level 5 Associate Diplomas in People Management and Learning and Development, the unit requires students to meet all learning objectives.

Additionally, all Level 5 tasks and goals line up with courses at the undergraduate level. CIPD centres also evaluate a candidate’s qualifications for the fifth level to see if they are adequate. Candidates must therefore fulfil these requirements to continue with the course.

How can we assist?

Every day of the week, we offer our clients convenient, high-quality services. We provide professional advice and input on how to streamline coursework and study for better grades in our area of expertise, including CIPD courses. Our diversely skilled professionals give our clients’ deadlines, timely input, and preferences top priority in all their assignments. Additionally, the depth of our knowledge guarantees that each order receives the most input from professionals in related fields, maximising the course credits for our clients. Our assistance guarantees that each client receives grades and educational materials that advance their comprehension of each section, enabling them to complete all of the learning goals outlined in the syllabus.

Reference

Beevers, K., Hayden, D. and Rea, A. (2019) Learning and development practice in the workplace. 4th ed. London: CIPD Kogan Page.

Bingham, T. and Conner, M. (2015) The new social learning: connect, collaborate, work. 2nd ed. Alexandria, VA: ATD Press.

Doloriert, C., Boulton, W. and Sambrook, S. (2017) Facilitating collective and social learning (e-book). London: CIPD Kogan Page.

Hart, J. (2020) Modern workplace learning: how to build a continuous learning culture. modernworkplacelearning.com.

Hart, J. and Jarche, H. (2014) Social learning handbook: the next generation of learning practices in the knowledge sharing and collaboration age. London: Centre for Learning & Performance Technologies.

Illeris, K. (2011) The fundamentals of workplace learning: understanding how people learn in working life. Abingdon: Routledge.

Parry-Slater, M. (2021) The Learning and development handbook: a learning practitioner’s toolkit. London: Kogan Page.

People Management UK. (nd) Available at: www.peoplemanagement.co.uk/

Shackleton-Jones, N. (2019) How people learn: designing education and training that works to improve performance. London: Kogan Page.

Stewart, J. and Cureton, P. (2014) Designing, delivering and evaluating L&D: essentials for practice. London: CIPD Kogan Page.

Talent Development. (nd) Available at: www.cipd.co.uk/knowledge/journals

The Association for Talent Development (ATD). (nd) Available at: www.td.org/

Hire a Writer