Create a written proposal for the Global People Director, identifying the learning and development needs of the organisation in relation to the implementation of Microsoft Teams and Viva Engage.

5LD02 Design Learning and Development Programmes to Create Value.

Learner Assessment Brief

Assessment ID: AVADO_5LD02_24_06

Associate Diploma in Organisational Learning and Development

• Version 1 – Released June 2024
• Expires June 2026
• Study Centre information only: Last moderation window is September 2026

This unit addresses the relationship between an organisation’s learning and development needs and the design of learning programmes, pathways, and activities to meet these. It focusses on the essential skills of clearly identifying what is required from learning and development, and effectively combining a range of different learning methods, both formal and informal, to meet these requirements. The unit considers key factors, including how to measure learning impact and how to make use of the insights offered by psychology, to create impactful learning experiences that support organisational performance and productivity.

CIPD’s insight

Learning theories that impact on design (September 2023)

Research is continually advancing our knowledge of how humans learn and what this means for effective workplace learning. As a result, traditional models that are applied to learning design and delivery are being challenged and emerging theories are being explored. This factsheet outlines a range of theories on workplace learning to inform design. It outlines some of the more prominent ideas practitioners need to embrace before the design process commences.

https://www.cipd.org/uk/knowledge/factsheets/learning-theories/

Methods of delivering learning interventions (August 2023)

Any method of workplace learning must support individuals, teams or the organisation as a whole to build capability and drive performance. As working environments become more complex, greater agility is required in responding to learning needs. It’s more important than ever to apply the breadth of different learning methods available. This factsheet defines `learning`, `training` and `development` and examines the main factors to consider when choosing between learning methods. It gives an overview of the various types, from workplace-based learning, like on-the-job training and in-house development programmes, to externally-based learning, such as formal qualifications. It also looks at blended approaches to learning.

https://www.cipd.org/uk/knowledge/factsheets/learning-methods- factsheet/

Case Study

You are a senior member of the Learning and Development (L&D) team within a large international, privately-owned organisation. The headquarters are based in Germany, and a total of 12,000 employees are spread across North America, Western Europe, China, and Australia. The purpose of the organisation you work for is the manufacture and supply of Original Equipment Manufacturer (OEM) car parts for new cars, supplying them direct to car manufacturers and to the aftermarket trade in these replacement parts.

Your organisation successfully implemented Microsoft Office 365 in 2020 and has now decided to rationalise communication methods to tools only included within this package.

Within the next nine months, the organisation is committed to reducing travel and hotel stay costs associated with face-to-face meetings and events by 66%. It is part of its commitment to cost reduction and, in support of its Corporate Social Responsibility agenda, reducing the impact travel has on the environment. The organisation also wants to encourage greater collaboration and sharing through using these tools.

The L&D Function will need to create training to equip all colleagues with the knowledge and skills to be able to effectively use the following tools in the following situations:

1. The use of Microsoft Teams for all internal communication and meetings and, wherever possible, with external clients and meetings.
2. To use Viva Engage as a “new” way of sharing, accessing and providing information to all the organisation’s colleagues.

Your role will be to design a training programme that meets the organisation’s identified needs and to bring these tools to life in the organisation. You will need to share your thinking and design with the Global People Director before it goes on to the board for approval.

The Key Stakeholders (and you may choose more if you believe they are needed):

• Global People Director – Germany
• Global Internal Communications Manager – Germany
• Regional Internal Communications Managers – (USA / Western Europe / China / Australia)
• Chief Information Officer – USA
• Head of Information Technologies – USA
• Project & Programme Management Office Lead – Germany
• Three Chinese Language Translators – 2 x UK based & 1 in China.
• Head of Learning & Development – UK
• Digital Design Team – UK
• Learning Designers – UK

The Learning:

The organisation wants to benefit from the newer technologies that are available to it, ones that will help drive cost savings and efficiencies, while also making information easier to access for all colleagues as and when they need it. There is a real need to rationalise how communications and information is handled and shared within the business to improve collaboration and break down silo working. All colleagues will eventually receive some form of training in the most effective delivery method to enable them to use these tools effectively. The organisation has already determined one measurable benefit to this training, which is a cost reduction of 66% on the “Travel and Hotels” cost line. You will need to identify others as part of your assessment.

The Learners:

The learners are mainly English speaking, apart from those in China, where there are translators available for your support. This resource can be increased, if required, and should not delay your project. All learners are computer literate and have been using the common Office 365 tools for the past four years, with some starting to use “Teams” and “Viva Engage ” before the official launch, but they are mainly limited to a small minority of 50 or so people in the Marketing and I.T. Function. All learners either have regular access to the organisations computers and systems or have opted the “bring your own device” to work, so the availability of digitally enabled devices is very high, at almost 98% of all employees.

The Logistics:

The roll-out of the training has been estimated to take around nine months from sign off from the board, so this is the schedule that you have to work with. All employees have digital devices capable of recording, listening to and watching, audio and video. They also have devices that have both “Teams” and “Viva Engage” installed and licenced to them. The organisation works across several different time zones and has employees based in many different countries across the globe.

Preparation for Tasks:

• At the start of the assignment, you are encouraged to plan your assessment 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 guide and support your
• Pay attention to how your evidence is presented - remember you are working in the People Development Team for this task.
• Ensure that the evidence generated for this assessment remains your own work.

You will also benefit from:

• Acting on formative feedback from your assessor.
• Reflecting on your own experiences of learning opportunities, training and continuing professional development.
• Utilising the CIPD Factsheet, Reports and Podcasts, as well as any other online material on these topics.

Task - Create a written proposal for a learning and development solution.

Create a written proposal for the Global People Director, identifying the learning and development needs of the organisation in relation to the implementation of Microsoft Teams and Viva Engage. This design proposal should be in written form and will answer the following questions:

1) Discuss two different ways learning and development supports the achievement of organisational goals. (AC 1.1)

2) An identification of three key stakeholders for learning and development identification of two ways of gaining the commitment of key stakeholders to programmes (AC 1.2)

3) An explanation of the purpose of completing an LNA and an explanation of two methods that could be used when identifying team and individual learning needs and two key principles governing their use. (AC 1.3)

4) Explain the importance of setting clear, agreed learning and development objectives and ways of doing this and an explanation of one way of setting learning and development objectives. (AC 1.4)

5) Exploration of one legal, one logistical, and one financial factor to be considered when designing learning and development. (AC 2.1)

6) Explanation of how one element of inclusivity has been incorporated into the design proposal. Explanation of how one element of accessibility has been incorporated into the design proposal. (AC 2.2)

7) An explanation of one model which can be used to measure the impact of learning and development and an explanation of why we must consider how we will measure the impact of learning and development at the design stage (AC 2.3)

8) Assess how aspects of learning-related psychology and neuroscience have influenced approaches to the design of learning and development. (AC 3.1)

9) Discuss the concept of blended Learning, and three learning and development delivery methods, and how they can be blended together to form an engaging and effective learning and development solution (AC 3.2)

10) Design a learning and development programme which addresses an identified learning and development objective/s, which includes the following:

1. Delivery methods
2. Engagement techniques
3. Impact measurement activities. (3.3)

Assessment Criteria Checklist

Use this as a checklist to make sure that you have included the required evidence to meet the task.

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 to leaners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessor must use their discretion in marking grading decisions.

The grid below shows the range for each unit assessment results 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.