5LD02: Learning and Development Design to Create Value – Complete Assessment Guideline

Introduction

CIPD Unit 5LD02 explores how learning and development (L&D) design creates value for individuals and organisations. It focuses on how well-designed programmes improve performance, productivity, and engagement. Students learn how to answer each assessment criterion (AC) for CIPD Unit 5LD02 Learning and Development Design to Create Value. This step-by-step guide explains what to include, key models to reference, and examples to help you achieve a high pass.

Task 1 – Understanding Learning Design

AC 1.1 – Explore key factors to consider when designing learning and development activities

When designing L&D programmes, consider four essential factors:

1. Legal:
Ensure compliance with laws such as the Data Protection Act 2018 and GDPR. Follow workplace health and safety standards and professional codes of practice.

2. Logistical:
Plan for learner schedules, delivery methods, venue access, and technology availability. Programmes should fit operational needs and promote work-life balance.

3. Financial:
Account for costs such as materials, trainers, facilities, and evaluation. Hidden costs (e.g., administration and technology) should also be budgeted.

4. Learner-related:
Design with learners’ motivation, abilities, and preferences in mind. Consider accessibility needs, learning styles, and the right time for learners to participate.

AC 1.2 – Assess factors to consider when designing L&D programmes for dispersed workforces

A dispersed workforce includes remote, hybrid, or multi-site employees. Students should consider:

• Programme consistency: Maintain learning quality and brand standards across all locations to embrace inclusivity.
• Technology: Use virtual classrooms, e-learning, and collaboration tools to overcome distance barriers.
• Cultural and time zone differences: Adapt scheduling and delivery of learning materials and resources to local needs.
• Engagement: Use interactive tools (breakout rooms, polls, discussion boards) to keep dispersed learners involved.

AC 1.3 – Explain how inclusivity and accessibility can be built into learning and development at design stage

Inclusivity and accessibility ensure that all learners can participate fully.

• Apply the Equality Act 2010 Regulation and organisational inclusion policies.
• Use clear, jargon-free language and offer materials in multiple formats (video, text, audio).
• Adapt resources for learners with different needs (e.g., visual or hearing impairments).
• Respect cultural differences in tone, imagery, and examples used during learning.

Task 2 – Establishing Learning Needs

AC 2.1 – Evaluate methods for identifying organisational learning needs and key principles

Use a combination of methods to identify learning needs such as;-

Surveys: Collect feedback from employees to identify skill gaps. Ensure anonymity and unbiased questions.

Performance Reviews: Evaluate employee performance to identify development areas and align them with business objectives.

Both methods should be valid, reliable, and ethical, ensuring data is collected and used appropriately.

AC 2.2 – Conduct stakeholder analysis to identify areas of need in relation to L&D

Use Mendelow’s Power–Interest Grid to conduct stakeholder analysis and understand the roles of each stakeholder in identifying learning needs.

• High power, high interest: Senior managers, HR/L&D teams – key influencers who must be engaged early.
• High power, low interest: Keep satisfied with regular updates.
• Low power, high interest: Employees – keep informed and motivated.
• Low power, low interest: Monitor with minimal effort.

Effective stakeholder communication, transparency, and collaboration ensure support for the L&D initiative.

AC 2.3 – Convert relevant information from stakeholder analysis into clearly stated L&D objectives

Translate data into SMART learning objectives using Bloom’s Taxonomy (Remember, Understand, Apply, Analyse, Evaluate, Create).

Examples:

• Increase course completion by 70% within three months.
• Develop coaching skills among team leaders within six months.
• Integrate digital and face-to-face learning to enhance learner satisfaction.

AC 2.4 – Assess how individual and team L&D objectives align to organisational or departmental strategy

L&D objectives must link directly to organisational goals.

• Individual goals should build personal skills that contribute to strategic outcomes.
• Team objectives should foster collaboration and collective performance improvement.
• Aligning objectives increases motivation, engagement, and performance across departments.

Task 3 – Designing Effective Learning Solutions

AC 3.1 – Assess how learning theory, psychology and neuroscience influence L&D design

Use relevant theories to support your design choices:

Behaviourism (Psychology):
Learning happens through reinforcement. Positive reinforcement (e.g., recognition or reward) encourages learners to repeat desired behaviours.

Neuroscience (SCARF Model):
Addresses five factors affecting engagement — Status, Certainty, Autonomy, Relatedness, and Fairness. Promoting fairness and autonomy boosts trust and motivation.

These theories ensure that programmes are learner-centred and scientifically grounded.

AC 3.2 – Discuss L&D delivery methods and how they can be blended for engagement and effectiveness

Effective learning combines multiple delivery methods, including:

• Social Learning: Collaboration through discussion boards and peer exchange.
• On-the-Job Learning: Immediate application of skills in the workplace.
• Coaching and Mentoring: One-to-one development focusing on behaviour and mindset.
• Digital Learning: Self-paced online courses for flexibility.
• Face-to-Face Sessions: In-person discussions for deeper engagement.

Blended learning mixes these approaches to meet diverse learner needs and enhance engagement.

AC 3.3 – Design an L&D solution combining objectives, learning methods, engagement techniques and impact measurement

A strong programme design should include:

1. Clear objectives:
Define what learners will achieve (knowledge, skills, behaviour).

2. Learning content and methods:
Use digital, social, and in-person elements aligned to objectives.

3. Learner engagement:
Incorporate techniques such as storytelling, flipped classrooms, and emotional triggers to enhance motivation.

4. Impact measurement:
Use evaluation models like:

• Kirkpatrick’s Four Levels: Reaction, Learning, Behaviour, Results.
• Brinkerhoff’s Success Case Method: Analyses outcomes and barriers to success.

Planning for impact from the start ensures the programme adds measurable business value.