Introduction
This unit explores how learning and development professionals can foster self-directed and social learning in modern workplaces. Students are expected to demonstrate an understanding of key learning theories and assess practical approaches for promoting informal learning. Students should curate learning resources that support collaboration and autonomy. The guidelines below outline how students can approach each question effectively to meet CIPD Level 5 standards.
AC 1.1 Explain the concepts of, and connections between self-directed and social learning.
Guideline:
Define both concepts and explore their overlap. Reference key theorists such as Knowles (Andragogy) for self-directed learning and Vygotsky and Bruner for social learning. Provide examples from real workplace learning initiatives.
Self-directed learning allows individuals to take ownership of their development—identifying learning needs, setting goals, and evaluating progress. Social learning, meanwhile, emphasises collaborative interaction where knowledge is shared through observation, dialogue, and participation. The two connect when learners independently seek out collaboration, demonstrating autonomy within social contexts. Both are essential to modern workplace learning strategies.
AC 1.2 Assess underpinning theories related to self-directed and social learning.
Guideline:
Select one theory for each approach. Assess strengths, limitations, and practical application rather than simply describing them.
The Self-Determination Theory (Deci & Ryan, 1985; 2022) supports self-directed learning by identifying autonomy, competence, and relatedness as motivators. It explains why adult learners thrive when given choice and responsibility.
For social learning, Lave and Wenger’s Situated Learning Theory (2022) highlights learning through communities of practice. While this encourages collaboration, it can limit creativity if dominated by conformity. A critical comparison of both demonstrates how individual and social dimensions complement workplace learning.
AC 1.3 Evaluate the potential benefits and risks of self-directed and social learning for individuals and organisations.
Guideline:
Include both perspectives. Discuss benefits (motivation, knowledge growth) and risks (lack of engagement, misalignment with business goals).
For individuals, these learning approaches enhance motivation, self-awareness, and skill development. Risks include isolation or lack of accountability in self-directed learning.
Organisations benefit from knowledge-sharing and innovation but face risks if learning choices do not align with strategic goals. CIPD (2023) provides guidance on how people professionals must balance flexibility with organisational coherence.
AC 2.1 Explain the steps organisations can take to encourage informal and self-directed learning.
Guideline:
Address each learning type separately. Include creating a learning culture, providing resources, and aligning learning with organisational goals.
To encourage informal learning, organisations can support mentoring, peer shadowing, and on-the-job problem solving. To encourage self-directed learning, employers should offer time, tools, and funding for learning. Embedding learning into performance management reinforces self-responsibility and lifelong learning habits.
AC 2.2 Explain the steps organisations can take to encourage social learning.
Guideline:
Include both digital and in-person strategies. Evaluate the value of communities of practice and collaboration platforms while acknowledging challenges such as groupthink.
Organisations can encourage social learning by building collaborative networks—both physical and virtual. Platforms like MS Teams and Slack foster real-time exchange of ideas, while internal mentorships and webinars enhance inclusion. However, L&D professionals must guard against overreliance on peer influence or bias in group dynamics.
AC 2.3 Critically assess theories of learner differences in relation to accessing and undertaking self-directed and social learning.
Guideline:
Focus on generational learning preferences (Baby Boomers, Gen X, Gen Y, Gen Z). Critically evaluate assumptions and avoid stereotypes. Use examples of digital and blended learning.
Baby Boomers tend to prefer structured instructor-led learning, while Gen Y and Gen Z are more accustomed to digital self-learning tools. However, overgeneralisation can lead to bias—effective L&D strategies should integrate blended approaches that serve all generations. CIPD (2023) emphasises inclusive learning design across all demographics.
AC 2.4 Assess how digital and technological innovation are encouraging and enabling self-directed and social learning.
Guideline:
Highlight key innovations such as e-learning, social media, and mobile learning apps. Assess both their enabling role and limitations (e.g., information overload, digital inequality).
Digital tools such as LinkedIn Learning, podcasts, and webinars support flexible, self-paced learning while encouraging collaboration through forums and online communities. However, challenges include reduced personal interaction and potential distraction. People professionals should ensure balance through guided facilitation and digital literacy training.
AC 2.5 Discuss strategies for supporting individuals to reflect on and measure the impact of self-directed and social learning.
Guideline:
Use reflection models such as Gibbs’ Reflective Cycle (1988) and discuss evaluation methods like feedback, performance reviews, and learning analytics.
Reflection allows learners to evaluate their experiences, identify lessons, and plan future improvements. Using frameworks like Gibbs’ Cycle, L&D professionals can guide learners through reflection and self-assessment. Impact measurement may include behavioural changes, skills application, or performance metrics.
AC 3.1 Evaluate principles underpinning the curation of learning resources for self-directed and social learning.
Guideline:
Explain two principles—such as relevance and quality of resources and Jarche’s Seek–Sense–Share model. Show how learners act as curators for each other. Include examples from digital platforms.
Resource curation enhances learner engagement when guided by principles of relevance, credibility, and accessibility. Applying Lancaster’s CURATE model and Jarche’s Seek–Sense–Share approach enables learners to critically evaluate, select, and share learning resources, promoting a culture of continuous improvement and collaboration.
AC 3.3 Develop guidance which encourages and supports learners to be curators of resources for one another.
Guideline:
Provide a rationale and at least two practical guidelines (e.g., tagging systems, copyright compliance, diversity of learning styles). Relate to ethical and professional standards.
Encouraging learners to curate for each other fosters peer-to-peer learning and shared accountability. Effective curation requires:
- Structured tagging and taxonomy for easy navigation.
- Adherence to copyright laws and source attribution.
- Consideration of diverse learning preferences.
This promotes ethical and inclusive knowledge sharing aligned with CIPD (2023) professional values.
Question 11 – AC 3.2 Curate a range of accessible learning resources using an appropriate platform.
Guideline:
Choose a topic (e.g., employee wellbeing) and provide varied formats—articles, podcasts, webinars, social media content—explaining accessibility and audience suitability.
Example topic: Employee Wellbeing and Mental Health.
Curated resources may include interactive e-learning modules, wellbeing podcasts, webinar sessions, and collaborative projects. This mix supports different learning preferences (visual, auditory, interactive) and ensures accessibility through mobile devices, transcripts, and closed captions. Such variety fosters engagement and inclusivity.