5LD01 CIPD Assignment Example | CIPD Tutoring for Level 5 | CIPD Level 5 Assignment Examples

CIPD Level 5 Assignment Examples | 5LD01 | CIPD Tutoring for Level 5

5LD01: Supporting Self-Directed and Social Learning

Introduction

Learning and development is at the centre of employee growth, performance, motivation, and satisfaction. As noted by Kraiger and Ford (2021), learning and development build a sustainable organisational performance. The discussion below entails learning and development concepts.

Task 1

AC 1.1 – Explain the 2 concepts: ‘self-directed learning’ and ‘social learning’, identifying connections between the two.

Self-Directed Learning

Self-directed learning is an approach where an individual takes own initiative to learn by themselves (Robinson and Persky, 2020). A person will choose, manage, and examine their learning activities. The teacher on the other hand will offer direction, resources, and advice to support the peer and also collaborate with them for self-enhancement. A theory underpinning self-directed learning is Boyatzis self-directed learning theory, which is characterised by individuals being captain to their learning process (Yarbrough and Hughes, 2022). Drawing from this theory, an individual will monitor and manage their goals and learning outcomes and will be motivated to attain personal responsibility.

The advantages of self-directed learning theory are enhancing individual’s responsibilities, establishing own goals, and finding the suitable resources, which enhances the learning process (Yarbrough and Hughes, 2022). The disadvantages of self-directed learning theory include opting for a path of least resistance and not knowing the starting point.

Social Learning

In social learning, the learning process occurs through imitation and observation of others’ behaviours. As developed by Albert Bandura, an individual will learn by imitating and observing what others are doing (Rumjaun and Narod, 2020). For example, at the workplace, an employee will master a technical skill by observing and imitating what others are doing. By modelling others’ attitudes, skills, beliefs, and knowledge, a person will master the ideas and how they are applied.

Advantages of social learning include enhanced collaboration, promoting engagement, learning retention, and application of the concepts in the real-world. In addition, a person continuously learns and develops their knowledge and skills (Amin, 2022). Disadvantages of social learning include lacking accountability, focusing on the environmental factors, failure to recognise a person’s responsibility, and the learning process is dependent on an individual’s responsibility, which if it lacks may affect the entire learning process.

Connection Between Self-Directed and Social Learning

The relationship between self-directed learning and social learning is how the learner has already decided on the person to interact with (Lasfeto, 2020). For one to successfully undergo social learning, they have to interact with another person, which provides an environment and room for imitation and modelling. Similarly, in self-directed learning, the learning method or approach may require engagement with another person despite having selected the method and process. Although self-directed learning may at times be described as learning in isolation, it still requires engagement with others for the learning process (Servant-Miklos and Noordegraaf-Eelens, 2021). Besides, a self-directed learner is perceived as being socially independent. Another connection is that for both learning process, they are underpinned by critical thinking problem solving, and high creativity.

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AC 1.2 – Explain, and assess the validity of:

-       One theory relating to self-directed learning

-       One theory relating to social learning.

AC 1.3 – Evaluate the potential benefits and risks of self-directed and social learning for:

-       Individuals

-       organisations.

AC 2.1 – Explain the steps organisations can take to encourage:

Informal and self-directed learning

AC 2.2 – Explain the steps organisations can take to encourage:

Social learning.

AC 2.3 – Critically assess theories relating to generational differences in how learning is accessed and undertaken.

AC 2.4 – Assess how digital and technological innovation are encouraging and enabling self-directed and social learning.

AC 2.5 – Discuss how L&D professionals can support individuals to:

-       Reflect on their self-directed and social learning

-       ‘Measure’ how self-directed and social learning is impacting their performance and how effectively overall learning needs are being met.

References

Amin, M. S. (2022). Organizational commitment, competence on job satisfaction and lecturer performance: Social learning theory approach. Golden Ratio of Human Resource Management, 2(1), 40-56.

Kraiger, K., & Ford, J. K. (2021). The science of workplace instruction: Learning and development applied to work. Annual Review of Organizational Psychology and Organizational Behavior, 8, 45-72.

Lasfeto, D. (2020). The relationship between self-directed learning and students’ social interaction in online learning environment. Journal of e-learning and knowledge society, 16(2), 34-41.

Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American journal of pharmaceutical education, 84(3), 847512.

Rumjaun, A., & Narod, F. (2020). Social Learning Theory—Albert Bandura. Science education in theory and practice: An introductory guide to learning theory, 85-99.

Servant-Miklos, V., & Noordegraaf-Eelens, L. (2021). Toward social-transformative education: An ontological critique of self-directed learning. Critical Studies in Education, 62(2), 147-163.

Yarbrough, J. R., & Hughes, P. C. (2022). Self-Directed Learning for the Knowledge Worker. In Self-Directed Learning and the Academic Evolution from Pedagogy to Andragogy (pp. 1-14). IGI Global.

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