CIPD Level 5 5LD01 Support Informal and Self-Directed Learning Assessment Brief 2026

CIPD Level 5 5LD01 Assessment Brief

5LD01 Support 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

Learning and development strategy and policy (August 2023)

A learning and development (L&D) strategy outlines how an organisation develops its workforce's capabilities, skills and competencies. It’s a key part of the overall business strategy.

This factsheet looks at the influences on L&D strategy, operational and cultural factors, keeping strategy updated, and how this translates into policy. It also examines the different stakeholders involved in organisational L&D. Finally, the factsheet considers the practical elements of implementing an L&D strategy and policy. https://www.cipd.org/uk/knowledge/factsheets/strategy-development-factsheet/

Evidence-based L&D: measuring learning transfer (Podcast - March 2022)

Episode 175: Research is advancing our knowledge of how people learn and what it means for effective workplace learning. But with a myriad of theories on offer, how can L&D practitioners get started in understanding, let alone applying, the right ones?

Are outdated and ineffective learning models holding your organisation back? CIPD research found that less than half of L&D practitioners are integrating new learning concepts into practice. Theories about effective learning, together with insights from behavioural science and neuroscience, can inform and shape the design of effective and engaging learning. Yet, wrapping your brain around all these theories can feel overwhelming and it can be difficult to know where to start.

https://www.cipd.co.uk/podcasts/transfer-of-learning

Please note that the purpose of this insight is to link you to CIPD’s research and evidence within the subject area, so that you can engage with the latest thinking.  It is not provided to replace the study required as part of the learning or as formative assessment material.

Preparation for the Tasks:

• At the start of your assessment, you are encouraged to plan work with your assessor and where appropriate agree milestones so that they can help you monitor your progress.
• Refer to the indicative content in the unit to guide and support your evidence.
• Pay attention to how your evidence is presented.
• Ensure that the evidence generated for this assessment remains your own work.

You will also benefit from:

• Completing and acting on formative feedback from your assessor.
• Reflecting on your own experiences of learning opportunities and continuous professional development.
• Reading the CIPD Insight, Fact Sheets and related online material on these topics as well as key research authors on the subject.

Task 1 - Questions

This task seeks to assess your detailed knowledge and understanding of informal and self-directed learning. To complete the task, you should provide a written response to each of the questions below.  Remember that, at this level, it is important you make appropriate use of wider reading to expand your responses and illustrate key points in your answers.  

1. The terms ‘formal learning’ and ‘informal learning’ are used to describe different approaches to learning in the workplace. Explain what is meant by each of these. 
   (AC 1.1)
2. There are many theories of human learning. With reference to two of these, discuss how people learn from, and with, others in a workplace context. (AC 1.2)
3. Explain what is meant by ‘self-directed learning’ with examples of how this might take place in a workplace. (AC 1.3)
4. Assess the potential benefits and risks of informal learning and of self-directed learning for both individuals and organisations. (AC 1.4). 
   There is no requirement to include evidence of the use of references to wider reading for AC 1.4.
5. Explain the steps that an organisation can take to encourage informal learning in the workplace. (AC 2.1)
   There is no requirement to include evidence of the use of references to wider reading for AC 2.1.
6. Explain the steps organisations can take to encourage self-directed learning. (AC2.2)
   There is no requirement to include evidence of the use of references to wider reading for AC 2.2
7. Assess how digital and technological innovation is encouraging and enabling informal and self-directed learning. (AC 2.3)
   Formal and group learning often involve some built-in reflection activities - however this is not always the case with informal and self-directed learning. 
8. Discuss two strategies, which could be employed in a workplace context, for supporting individuals to reflect on and measure the impact of their informal and self-directed learning. (AC 2.4)
9. Explain what is meant by ‘curation of learning resources’ and three key principles underpinning how this should be done. (AC3.1)

Task 2 – Curation

This task seeks to assess your ability to curate a range of complementary learning resources and make them available via an appropriate method or platform.

To complete the task, please read the scenario below and then follow the task instructions.

Task Scenario

You work in the L&D Team in a large organisation. Several people in your organisation are currently learning about a particular subject* in order to develop their work performance. 
(*You can decide on the subject yourself – it can be something very specialist or technical that you are aware of, or something quite general such as Team Leading). 

There is no formal organisational learning programme for the subject, but individuals have been encouraged to do their own research, share their knowledge and learn from/with each other.

To support this informal learning process, you have been asked to curate six different learning resources that are varied and complement each other, and to make these available via an appropriate method/platform. This could be as simple as email, but ideally some form of resource sharing software or platform. (Note: The task only requires you to identify and explain your chosen method.) 

Task Instructions

1. Provide a written response in which you:

• Briefly explain the six resources you have chosen and your reasons for specifically choosing and combining these six.
• Briefly explain the method/platform you would (ideally) use to share them and why.
  (AC3.2)

There is no requirement to include evidence of the use of references to wider reading for AC 3.2

2. Attach your chosen six items (or identifiable extracts from them, such as a title page /screenshot /photo etc) to your assessment.

Your evidence must consist of: 

• Written response in which you explain your six resources, your reasons for selecting them and the platform you would ideally use to make them available.
  (Approximately 1200 words, refer to CIPD word count policy)
• The six resources (or identifiable extracts) you have chosen.
  (Not included in word count)

Assessment Criteria Evidence Checklist 

You may find the following checklist helpful to make sure that you have included the required evidence to meet the task. This is not a mandatory requirement as long as it is clear in your submission where the assessment criteria have been met.

Assessment Criteria Marking Descriptors

Assessors will mark in line 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 for learners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessors must use their discretion in making grading decisions.

The grid below shows the range for each unit assessment result 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.