Explain what is meant by the terms ‘formal learning’ and ‘informal learning’ in a workplace context.

0% Plagiarism Guaranteed & Custom Written

5LD01 Supporting Informal and Self- Directed Learning

Learner Assessment Brief

Version: AVADO_5LD01_24_06

Level 5

Associate Diploma in Organisational Learning and Development

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

5LD01 – Supporting Informal and Self-Directed Learning

This unit recognises that much of the learning that takes place in organisations happens informally, usually in the form of individuals learning from, and with, each other or accessing learning content as and when required. Equally, individuals are increasingly wanting to learn at their own pace and in a way that fits with their personal schedules and lifestyles. Being able to champion and support informal and self-directed learning is an essential skill for learning and development professionals. This unit explores that skill and the practical steps that can be taken to encourage informal and self-directed learning and gain the many benefits these processes can bring for both organisations and the individuals who work with them.

CIPD’s Insight Factsheets:

CIPD Factsheet – Learning methods https://www.cipd.co.uk/knowledge/fundamentals/people/development/lea rning-methods-factsheet

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, such as on-the-job training and in-house development programmes, to external- based learning, such as formal qualifications. It also looks at distance learning and explores emerging learning methods.

CIPD Reports:

Future of learning: a changing perspective for L&D leaders - https://www.cipd.co.uk/knowledge/strategy/development/future-learning- leadership-perspectives

This report, produced by Towards Maturity and supported by the CIPD, presents the evidence for leaders in learning and development to reflect on changing approaches to workplace learning and consider the skills they need for the future. It aims to stimulate action amongst L&D professionals around the globe that will:

inspire them to embrace the increasingly self-directed nature of today’s learners.
harness the potential for learning innovation through technology.
modernise their approach to developing the skills they need to facilitate social and experiential learning.
help them to engage with business leaders and enhance business performance.

CIPD Report - Digital learning in a post-Covid-19 economy - https://www.cipd.co.uk/knowledge/strategy/development/digital-learning- post-covid

The Covid-19 pandemic has prompted a faster and more widespread shift to digital learning, driven by the rise in homeworking and the need for new forms of training and support. In summer 2020, CIPD research found that 54% of employers surveyed had used digital and online learning during lockdown, and 80% planned to increase this over the next 12 months. This literature review examines how the potential of digital learning can be harnessed to support reskilling in the post-Covid-19 economy. It sets out the drivers and barriers to digital learning and explores global employer and government-led approaches to determine the success factors that underpin effective strategies.

CIPD Report - Learning at work survey report – 2023

https://www.cipd.org/uk/knowledge/reports/learning-at-work/

Global challenges have created an uncertain and changing environment for workplaces. The focus for organisations is back once again on growth, cost reduction and productivity. With the shelf life of skill expected to continually decline, retaining the right people with the right skills is a top priority for all.

This survey report, aimed at learning professionals, and HR leaders and people professionals with a learning remit, looks at how learning practitioners are contributing to continually changing workplace demands. It explores the sentiment and perceptions of the L&D community: current priorities, challenges, how practitioners feel about their careers and professional development, and highlights potential changes in practice that will help them add value and thrive through disruption.

CIPD Podcasts:

CIPD Podcast - Self-directed learning: anarchy or opportunity? -

https://www.cipd.co.uk/podcasts/self-directed-learning

In this podcast, we explore what self-directed learning looks like in today’s organisations and what challenges and opportunities it offers for individuals and their businesses. We ask how L&D professionals can best support self- directed learners and what conditions are necessary for self-directed learning to be successful in an organisation.

CIPD Podcast - Learning in-the-flow of work -

https://www.cipd.co.uk/podcasts/learning-flow-work

In this podcast, Andy Lancaster, Head of Learning, CIPD; David James, Chief Learning Officer, Looop Learning; and Kate Graham, Head of Content, Fosway Group, discuss what is meant by `learning in-the-flow of work` - how it differs from performance support, what it means for L&D practitioners, organisations and those who work in them, and why it is important to provide it. We also look at what L&D professionals can do to ensure they deliver effective ‘learning in-the-flow of work’ and the importance of evidence, data, and context.

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 your assessor can help you monitor your progress
Refer to the indicative content in the unit guide and support your evidence
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
Take advantage of the CIPD factsheets, reports and podcasts, and any other online material on these topic.

Task – Written answers to the following:

You will need to provide an explanation of what informal and formal learning are. You will need to include relevant theories and the potential benefits and risks of informal and self-directed learning for both individuals and organisations. You should also include some guidance, in terms of how organisations could transition towards adopting more informal and self-directed learning and around curation of content.

Explain what is meant by the terms ‘formal learning’ and ‘informal learning’. Including examples of how both formal and informal learning takes place in a workplace context. (AC1.1)
Discuss theories of how people learn from, and with, others and include an example how this applies in the workplace. (AC1.2)
Explain the concept of self-directed learning and how this might take place in the workplace. (AC1.3)
Assess the potential benefits and risks of informal and self-directed learning for both individuals and organisations. (AC1.4)
Explain the steps organisations can take to encourage informal learning. (AC2.1)
Explain the steps organisations can take to encourage self-directed learning. (AC2.2)
Assess how digital or technological innovation is encouraging and enabling informal and self-directed learning. (AC2.3)
Discuss two strategies for supporting individuals to reflect on and measure the impact of informal and self-directed learning. (AC2.4)
Explain three principles underpinning the curation of learning resources. (AC3.1)
Curate three accessible learning resources in relation to a specific area of learning using an appropriate platform/method to make them accessible to others.’ (AC 3.2)

Your evidence must consist of:

Your written response should be around 3,900 words (+ or – 10%) Please use the assessment criteria numbers as your headings.

Assessment Criteria Checklist

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

	Assessment Criteria
1.1	Explain what is meant by the terms ‘formal learning’ and ‘informal learning’ in a workplace context.
1.2	Discuss theories of how people learn from, and with, others and how this applies in the workplace.
1.3	Explain the concept of self-directed learning and how this might take place in the workplace.
1.4	Assess the potential benefits and risks of informal and self-directed learning for both individuals and organisations.
2.1	Explain the steps organisations can take to encourage informal learning.
2.2	Explain the steps organisations can take to encourage self-directed learning.
2.3	Assess how digital and technological innovation is encouraging and enabling informal and self-directed learning.
2.4	Discuss strategies for supporting individuals to reflect on and measure the impact of informal and self-directed learning.
3.1	Explain principles underpinning the curation of learning resources.
3.2	Curate a range of accessible learning resources in relation to a specific area of learning, using an appropriate platform/method to make them accessible to others.

Assessment Criteria marking descriptors:

Assessors will mark in accordance 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 the 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.

Overall mark	Unit result
0-19	Fail
20-25	Low Pass
26-32	Pass
33-40	High Pass

Marking Descriptors

Mark	Range	Descriptor
1	Fail	The response DOES NOT demonstrate sufficient knowledge, understanding or skill (as appropriate) to meet the AC. Insufficient examples included where required to support answer. Insufficient or no evidence of the use of wider reading to help inform answer. Presentation or structure of response is not appropriate and does not meet the requirement of the question/assessment brief.
2	Low Pass	The response demonstrates an acceptable level of knowledge, understanding or skill (as appropriate) to meet the AC. Sufficient acceptable examples included where required to support answer. * Sufficient evidence of appropriate wider reading to help inform answer. Satisfactory in-text referencing. Answer is acceptable but could be clearer in responding to the question/task and presented in a more coherent way. Required format adopted but some improvement required to the structure and presentation of the response.
3	Pass	The response demonstrates a good level of knowledge, understanding or skill (as appropriate) to meet the AC. Includes confident use of examples, where required to support the answer. * Good evidence of appropriate wider reading to help inform answer. A good standard of in-text referencing. Answer responds clearly to the question/task and is well expressed. Presentation and structure of response is appropriate for the question/task.
4	High Pass	The response demonstrates a wide and confident level of knowledge, understanding or skill (as appropriate) to meet the AC. Includes strong examples that illustrate the points being made and support the answer. *Considerable evidence of appropriate wider reading to inform answer. An excellent standard of in-text referencing. Answer responds clearly to the question/task and is particularly well expressed or argued. Presentation and structure of response is clear, coherent, and responds directly to the requirements of the question/task.
		* Evidence of wider reading is an important feature of assessments at this level. However, whilst a good and appropriate level of this should be seen across the assessment, there is no requirement for references to appear within every AC response. The following ACs do not require the use of references to wider reading: AC 1.4; AC 2.1; AC 2.2 and AC 3.2.

Sample Answer - Please Do Not Copy

Explain what is meant by the terms ‘formal learning’ and ‘informal learning’. Including examples of how both formal and informal learning takes place in a workplace context.

Formal learning refers to structured, organised learning that typically takes place in an educational or training environment. It is often guided by a curriculum, involves a designated instructor or trainer, and leads to a recognised qualification or certification. Formal learning usually follows a set schedule and is evaluated through assessments or exams.

In the workplace, formal learning can take the form of training programmes, workshops, or courses designed to enhance employees` skills. For example, an organisation might enrol employees in a professional development course to improve their technical abilities or leadership skills. This type of learning often results in a certificate of completion or professional accreditation.

Informal learning, on the other hand, occurs naturally during daily activities without a structured framework. It is unplanned, self-directed, and often based on experience or social interactions. Informal learning can happen through conversations with colleagues, learning by doing, or seeking out information independently to solve work-related challenges.

In a workplace context, informal learning might take place when an employee observes a more experienced colleague perform a task and then applies that knowledge themselves. It could also happen during a discussion where team members share best practices or through problem-solving situations where employees learn on the job without formal instruction.

Both forms of learning are important in the workplace, as formal learning provides foundational knowledge and structured growth, while informal learning helps employees adapt and continuously develop in their roles.

Continued...

100% Plagiarism Free & Custom Written,
Tailored to your instructions

Our Giveaways

Plagiarism Report

for £20 Free

Formatting

for £12 Free

Title page

for £10 Free

Bibliography

for £18 Free

Outline

for £9 Free

Limitless Amendments

for £14 Free

Get all these features for
£83.00 FREE

ORDER NOW

Still Not Convinced?

View our samples written by our professional writers to let you comprehend how your work is going to look like. We have categorised this into 3 categories with a few different subject domains

View Our Samples