7LD03 Designing Learning to Improve Performance

About this unit

7LD03 Designing Learning to Improve Performance focuses on the importance of learning design and delivery in the organisation’s context and the needs that must be met. It delves into conventional and contemporary learning design theories and models, the various delivery mechanisms, and the impact of the learning experience on learning transfer. It emphasises the significance of analysing data from learning interventions to create meaningful and purposeful learning designs.

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You will study:

You will examine how different settings and the external environment influence organisational learning approaches. You will analyse how solid learning methods and policies are created and conduct a critical examination of organisational learning approaches in both external and internal contexts. You will assess the strategies for gathering learning data and how it connects to learning requirements. You’ll also compare and contrast the distinctions between a learning and development gap. The importance of learning design and delivery and the need for varied approaches will be discussed. Finally, you’ll look at the function of impact measurement and how learning professionals may help organisations become more conscious of impact cultures.

Who Should Take This Unit?

This unit is necessary for the following individuals:

• You have earned the CIPD Foundation Diploma in Human Resource Practice and wish to work in human resources.
• Have some experience in the sector but lack professional human resource skills.
• Are you a senior people practitioner wishing to broaden and develop your knowledge, skills, and abilities to have a greater impact on strategy, policy, and people?
• They desire to get a professional qualification to advance their careers in human resources (HR) and learning and development (L&D) management.
• A desire to achieve more autonomy, influence, and judgment to strategically lead and drive businesses and employees.

Learning outcomes

Learners should be able to achieve the following four primary learning outcomes after finishing this unit. These results are further divided into several sub-categories.

• Understand how the external world and the internal organisational context influence learning.
• Recognise the need for learning needs assessment during the design phase.
• Recognise the significance of impact measurement in the educational process.
• Recognise the importance of designing and delivering contextualised learning events.

Qualifications and Entry Requirements

The CIPD does not always regulate the legislative requirements institutions have for their candidates. Some of these requirements vary by school, while others apply to all students enrolled in the unit. Institutions have developed these diagnostic tools to determine whether candidates possess the necessary literacy and numeracy skills to complete Designing Learning to Improve Performance (7LD03). Most universities need candidates to have a working knowledge of the English language to enrol in a course. For example, some universities require students to have a C/4 or better in English at the GCSE level. Other universities demand a 6.5 IELTS/ESOL Level 2 equivalent from applicants who speak English as a second language. The CIPD, on the other hand, has a policy for non-native English speakers that outlines appropriate English language entry requirements. According to most schools, applicants should have a bachelor’s degree, CIPD level 5 certificates, and prior human resources experience. Significant strategic people practice experience may be substituted for a degree in extreme circumstances; however, this is subject to review. CIPD recognises previous learning policies that allow learners to demonstrate that they already possess the knowledge, understanding, or abilities required to meet the assessment requirements and do not need to acquire them through a course of study. For learners who have completed units from a previous CIPD certification, the CIPD, for example, has pre-defined transfer opportunities to this unit as scheduled exemptions. Learners who have completed units from non-CIPD qualifications that they believe will map to units in this qualification may submit an application form to the CIPD for verification and accurate mapping and documentation of attainment. Finally, several universities need candidates to be at least 18 years old to participate in a course. Candidates for this unit should be at least 21 years old, according to the CIPD.

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Materials

Alizadeh, A., Kurian, D., Qiu, S., & Dirani, K. M. (2021). Ethics, corporate social responsibility and the role of human resource development: the academic experts’ view. European Journal of Training and Development.

Armstrong, M., & Taylor, S. (2020). Armstrong’s handbook of human resource management practice. Kogan Page Publishers.

Carbery, R., & Cross, C. (Eds.). (2018). Human resource management. Macmillan International Higher Education.

Dabbagh, N., Marra, R. M., & Howland, J. L. (2018). Meaningful online learning: Integrating strategies, activities, and learning technologies for effective designs. Routledge.

Howes, C. D. (2018). Creative Collabortion in Higher Education: A Guide for Distance Learning Technologies. Morehead State University.

Lancaster, A. (2019) Driving performance through learning: develop employees through effective workplace learning. London: Kogan Page.

Mulvie, A. (2021). Learning and Development for a Multigenerational Workforce: Growing Talent Amongst Age Diverse Employees. Routledge.

Neelen, M. and Kirschner, P.A. (2020) Evidence-informed learning design: creating training to improve Performance. London: Kogan Page.

Rose, M. (2018). Management: Alternatives, Consequences and Contexts, London: CIPD. Rose, M.(2018) Reward Management: A Practical Introduction, 2nd edn, London: Kogan Page. Human Resource Management, 162.

Sternad, D. (2019). Effective management: Developing yourself, others and organisations. Red Globe Press.

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• CIPD Level 7