principles, theories and practices of learning and development · pdf fileprinciples, theories...

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UV40800

Principles, theories and practices of learning and development

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By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

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Statement of unit achievement

All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.

UV40800Principles, theories and practices of learning and development

The aim of this unit is to enable you to gain knowledge and understanding to underpin your working practice. It examines the principles, purpose and context of learning and development, the learning and development cycle, roles and responsibilities within learning and development, legislative and organisational requirements and how people learn.

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GLH

Credit value

Level

Observation(s)

External paper(s)

25

6

4

0

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Principles, theories and practices of learning and development

1. Understand the principles, purpose and context of learning and development

2. Understand the learning and development cycle

3. Understand how people learn

4. Understand the needs of learners in relation to learning and development

5. Understand the roles and responsibilities of the learning and development practitioner

6. Understand legislative and organisational requirements in relation to learning and development

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1. Working environment There is no requirement for you to be observed/assessed in a work environment.

2. Teaching practice There is no requirement for you to undertake teaching practice.

3. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.

4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

6. External paper There is no external paper requirement for this unit.

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

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Knowledge

Outcome 1

Understand the principles, purpose and context of learning and development

You can: Portfolio reference /Assessor initials*

a. Evaluate learning and development principles and strategies used with individual learners and learners in groups

b. Evaluate the objectives and benefits of learning and development for learners and organisations

c. Critically evaluate different environments for learning and development in relation to different learner and organisational needs

d. Explain why learning and development programmes and activities must be managed to meet learner needs

*Assessor initials to be inserted if orally questioned.

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Outcome 2

Understand the learning and development cycle


a. Evaluate the role and importance of each phase of the learning and development cycle

b. Analyse how different phases of the learning and development cycle are used to enhance the learner experience


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Outcome 3

Understand how people learn


a. Evaluate different theories of learning in relation to own practice and context


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Outcome 4

Understand the needs of learners in relation to learning and development


a. Evaluate the needs of different types of learners

b. Evaluate the advantages and disadvantages of adapting learning and development activities to meet the needs and preferences of learners

c. Explain the importance of engaging learners in planning, managing and reviewing their own learning


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Outcome 5

Understand the roles and responsibilities of the learning and development practitioner


a. Analyse own roles and responsibilities in relation to learning and development

b. Evaluate points of referral available to meet the potential needs of learners

c. Analyse the practitioner’s role in the quality improvement of learning and development


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Outcome 6

Understand legislative and organisational requirements in relation to learning and development


a. Examine learner’s rights in relation to equality, diversity and inclusion

b. Evaluate responsibility for the safety and security of learners from the perspective of the:

• organisation • practitioner

c. Explain the purpose and limits of confidentiality in relation to learners and the organisation

d. Explain requirements for record keeping in relation to learning and development


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Outcome 1: Understand the principles, purpose and context of learning and development

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

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Learning and development principles and strategies used with individuals and groups: Purpose of learning and development, identifying individual learning needs, identifying group learning needs, institutional, social, cultural and personal barriers to learning, methods of prioritising learning needs, training needs analysis (TNA), DIF analysis (difficulty, importance, frequency), essential/desirable skills, importance/competency matrix, learning preferences, costs, time implications, evaluation methods (Kirkpatrick) using feedback from a range of suitable sources (e.g. learners, manager, work based, assessor).

Objectives and benefits of learning and development for learners and organisations: For individuals (e.g. greater understanding of job role, changing job role, increased commitment to organisation, increased knowledge of organisation and its goals etc.), for organisations (e.g. motivated workforce, increased productivity, reduction in absences, increased knowledge of process etc.).

Different environments for learning and development in relation to different learner and organisational needs: Different types of learning environments (e.g. formal, informal, on the job, off the job, classroom, workplace), industrial, social, cultural and personal factors affecting learning, evaluation methods, using feedback from a range of suitable sources (e.g. learner, manager, work based

assessor).

Management of learning and development to meet learner needs: Prioritising learning, learner reviews SMART targets (Specific, Measurable, Achievable, Realistic and Time-Based), motivation theory (e.g. Maslow, Herzberg, McGregor), contribution of learning and development to meeting organisational goals.

Outcome 2: Understand the learning and development cycle

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The role and importance of each phase of the learning and development cycle and how they are used to enhance the learning experience: The four stages of learning and development cycle (research and analyse learning and development needs, plan and prepare learning and development, facilitate and assess learner achievement, evaluate and improve learning and development), importance of each stage, relationship to teaching methods evaluation methods (e.g. qualitative and quantitative information, statistics, feedback etc.).

Outcome 3: Understand how people learn

Different theories of learning in relation to own practice and content: Learning theory (andragogy, behaviourism, cognitivism, humanism, socially situated learning), motivation theory (e.g. Maslow, Herzberg, McGregor, Dwerk), assessment theory, different types of assessment (e.g. initial, formative, summative), different methods of assessment (e.g. observation, oral questioning, written questions, practical exercises), learning preferences, the learning cycle, own operational context.

Outcome 4: Understand the needs of learners in relation to learning and development

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Evaluate the needs of different types of learners: Identifying individual and group learning needs, social, cultural and personal factors affecting learning, initial assessment using a variety of methods (e.g. interview, diagnostic testing, skill scan etc.), TNA (training needs analysis).

Advantages and disadvantages of adapting learning and development activities to meet needs and preferences of learners: Different learning and development delivery methods to accommodate different learners and different abilities and needs in different context (formal, informal, on the job, off the job, classroom, workplace), learning preferences, legislation (e.g. health and safety, equality and diversity, safeguarding), inclusion, differentiation, minimising, institutional, social cultural, and personal factors affecting learning.

Importance of engaging learners in planning, managing and reviewing own learning: Motivation theory (e.g. Maslow, Herzberg, McGregor), learning preferences, written and verbal feedback, variety of learning and development resources and methods to encourage individual and independent learning, empowerment of the learner, negotiation, goal setting, appropriate support mechanisms, reviews, benefits to learners of earning and development (e.g. improved job prospects, increased efficiency, greater knowledge and understanding of organisations practices).

Outcome 5: Understand the roles and responsibilities of the learning and development practitioner

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Own roles and responsibilities in relation to learning and development: Self reflective practice, the learning cycle (identify needs, plan and design, deliver, evaluate), responsibilities to the organisation (e.g. legislation, regulatory requirements, code of practice, health and safety, equality and diversity, safeguarding, data protection, record keeping), boundaries of practitioners role, liaison with other agencies, impact of legislation on own practice, strengths and limitations of own skills and knowledge (e.g. experience, qualifications, currency of skills and knowledge).

Points of referral to meet the potential needs of learners: Institutional, social, cultural, and personal factors affecting learning, IAG (information, advice and guidance), signposting, role of support agencies, learner support opportunities, learning support opportunities, identifying key staff within the organisation responsible for referral, limits of responsibility, using feedback from a range of suitable sources (e.g. learners, manager, internal and external support agencies),

Practitioner’s role in quality improvement of learning and development: Evaluation of learning and development (e.g. Kirkpatrick model, quantitative and qualitative information), use of written and verbal feedback from a range of appropriate sources (e.g. learner self reflection, work based assessor, tutor), importance of continuous improvement.

Outcome 6: Understand legislative and organisational requirements in relation to learning and development

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Learner rights in relation to equality, diversity and inclusion: Legislation (e.g. equality, data protection, disability and discrimination, human rights), safeguarding, company policies and practices (e.g. complaints and appeals, bullying, harassment).

Responsibility for safety and security of learners from an organisational perspective: The concept of the safe learner including identification of hazards, risks and controls, identifying own health and safety responsibilities, completion of hazard surveys, identifying key health and safety staff members, recording of emergency procedures, currently in place, identification of applicable work procedures, identification of prohibitions and restrictions, safeguarding (e.g. ECM every child matters), impact of legislation on own practice, monitoring and recording.

Purpose and limits of confidentiality in relation to learners and the organisation: Data protection, safeguarding, duty of care, freedom of information, types of records generated (e.g. application form, enrolment form ILP - individual learning plan, assessment plans, reviews/tutorials, feedback reports, tracking sheets, registers), awarding organisation requirements, audit trail.

Requirements for record keeping: Accuracy, legibility, organisational policy and practice, quality assurance (QA), internal verification (IV), external verification (EV), awarding body requirements, organisational self assessment report (SAR), regulatory and funding agencies, appeals and complaints procedures, benefits to the learner, benefits to the organisation.

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Notes Use this area for making notes and drawing diagrams

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