5LD02 Task Two: Creating a Design Proposal for L&D Solution


1.1 Factors in designing L&D Activity

For success of L&D activities, it is important to take into account of different factors. According to Garavan et al. (2020) the relevance of these factors is to guide assessing, developing, delivering and evaluating the L&D strategy. Considering the fact that the L&D activity involve ensuring that the employees break down the silo working and acquiring training for enabling them in effectively using the tools in their operations, the organisation would achieve cost reduction of 66% of their activities. Taking this into account, the factors which would be put into account in designing of L&D activity would include;

Learning Needs– In section 1 of this assessment, the different methods/techniques which are appropriate for learning needs analysis have been identified. Hence, as identified in CIPD (2022a) by identifying the entire learning needs, it is possible to ensure that designing of the program align with the goals of the employees and organisation performance. For instance, if the learning needs would identify lack of skills of delivery of effective communication using modernised tools (Teams and Yammer), these learning needs would guide the starting point, expected end point and entire learning preference.

Levels of related skills– Apart from being in a position of using the identified tools in effective communication, there would also be a need for possessing similar/related skills. According to Akella (2021) the outcome of this would include development of a student-centric learning strategy which would be recommended in the identified learning process. Also, since the employees are in different locations, ability to maintain concentration, participatory skills in the e-learning process would be put into account.

Logistical Issues– With the training process projected to be implemented in a period of 9 months, clear timeline with the employees having ability to use IT systems, there would be costs incurred in the process implementation. Since it is projected that the organisation would benefit from costs of operations savings once the L&D program is implemented, financing the program would be important. Also, the experts to be engaged in implementing the course content would need to be established.

1.2 Factors for Designing L&D Program for Dispersed Workforce

In Żur and Friedl (2021) report which applies the ACADEMIES Framework, it note that for success of a L&D program particularly for dispersed workforce, a set of factors need to be put into account. For the identified objectives L&D program, the factors to be considered include;

Alignment with the organisation Strategy

As part of the L&D programme designing, the extent in which it align with the organisation business and talent strategies would be put into account. According to Nosulich and Mukan (2020) a well designed L&D programme ensure that there is a detailed support of the professional development and building the required capabilities in the entire organisation, in a timely manner and cost-effectiveness. The success of working in collaboration with the L&D teams and business design managers with an understanding of context and business would be essential.  Considering the global context of this learning, the global metrics which are required for reporting on the training Return on Investment (ROI) would need to be considered. This is with the functional and context specific metrics relevant for generating reports for more meaningful to the local audiences in Germany, China and even USA.

Need for Microlearning Libraries for Curating Personalised Pathways

Considering most of the learning content would be developed in Germany (Headquarters of the organisation), it would be important to develop modular, micro-learning libraries for content.  As evidenced in Cardenas et al. (2022), in designing the L&D programs, this is important to ensure that a program which is relevant globally is designed suiting the needs of their context. Similarly, designing the L&D would consider the CIPD’s Learning and Skills at Work 2020 identifying need for personalising and customising learning programs. As part of designing the L&D, it would be important to prioritise on personalisation and tailoring of the L&D programs to improve engagement outcomes. Apart from including the interests of the Chinese translators, it would be essential to ensure the Global teams have toolkits and collaborate closely with local teams for guiding their curation of pathways particularly in set-up phase of the L&D designing.

Need for Frameworks and Templates for Ensuring Relevance

As identified in the L&D objective, there are clear/elaborate outcomes which are projected to be achieved after a successful implementation of this program. There is often a significant risk of moving beyond the expected outcomes of an L&D program. According to Jia et al. (2022) this is relevant for adopting the application of frameworks and templates of strategies, tools and processes for assisting the learners to acquire appropriate content. This is in a unique case and context, working environment and their functions. Considering their roles are varying in different countries, it would be essential to prioritise on the need for harmonising the content being shared. This would also positively improve plans set, delivery and evaluation of real-life issues from the workplace context. After the recommendation is identified, a successful transfer of the learning process would be achieved with great success.

1.3 Element of Inclusivity and Accessibility in Design Proposal

Inclusivity- As evidenced in Mulvey et al. (2022),…………..

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