Solution

Activity 1

AC 1.1 Key Legislative and Organisational Factors which can Impact on the Design of L&D Activities

For the key legislative factors, they include;

Health and safety (HASAW Act 1974) – this improves an understanding on how an individual can contribute to a safer workplace for all employees. This includes identification of the importance of H&S to all employees, dealing with emergencies and exploring ways of implementation. This can be achieved by exposing the learners in heath safety and security multiple-choice questions (MCQs) where they must pass on the provided items to show their readiness to occupy specific roles in an organisation. In the banks, the L&D on their employees’ health, safety, and well-being of employees, sound health and safety performance, risk management, and provision of appropriate information for enabling them to work safely and efficiently.
Data Protection (Data Protection Act 1998) – This stipulates the extent to which personal data stored on computers or in an organized paper filling system is protected. To be able to protect personal data mainly in the banking sector where I work, there are always new training and development needs to understand the guidelines and interpretations of management of data of customers.

The organizational factors include;

L&D Policy and Practice– Different organisations have unique approaches that characterize their L&D policy and practice. This consists of the value-added concerning work, mandatory training, an organisation industry, and regulatory requirements. For instance, in the banking sector where I work, the policy and practice are informed by the need to improve service mindset & skill, technology and operation, personal and team development. Also, formal training, talent development programs, and seminars are implemented in the bank.
Budgets– The available budgets dictate the level of instructor’s engagement, training approach used, and the course contents. Also, the influence of the budget on the form of L&D practice followed, software/technology used, and presentation. In the bank where I work, the budget is set by predetermining training needs, estimating costs and then calculating. Hence, from the start of the year, there is already a pre-determined scope of L&D that can be implemented. For instance, the bank avoids external training as much as possible with e-learning opportunities being promoted.

1.2 Adult learning Principles Informing design of L&D Activities

Adult learning principles include;

David Kolb-Experiential Learning– this principle informs that learning is a process whereby knowledge is created through the transformation of experience. This is a common scenario in our organisation where employees learn from different scenarios within workplace particularly those nearing retirement age as a training approach and also source of motivation. Recently, the bank has adopted the use of augmented reality in boosting the employee’s awareness with experiential learning simulations.
Malcolm Knowles- Andragogy– Andragogy refers to adult learning with this principle noting that adults are independent and self-directed people despite lacking self-confidence for starting. Their independent nature demands the L&D activities to focus on engaging them in the entire process by being facilitators rather than fact generators. In our organisation, any L&D targeting adult’s employees are implemented through active participation and reflecting on their entire interests.

1.3 Information of Learners for designing a relevant L&D Activity

The information of learners that must be sourced includes;

Learning needs: this consists of a focus on the required knowledge, skills and behavior gaps, the starting points, desired endpoints and overall learning preferences. In the case of a bank where I work for, learning needs are directed by the knowledge on the skills needed in future, skills, and competencies required to meet business objectives, current employee’s capabilities, and the bank and individual knowledge gaps.
Levels of related skills– this determines the extent to which a learner-centric approach can be used in the L&D activities. This is for instance whether the e-learning strategy can be used if the employees possess information technology and communication skills.
Logistical Issues– this includes the availability of the L&D activities that are available and direct access to resources in an organisation. This is dependent on where and when the learners interact with the learning process and if it is their norm to strategically participate in the learning process in the organisation.

2.1 Conversion of Information into clearly stated Objectives for an Activity

The learning process is a progressive and continued process for engaged individuals. The involved individuals who are learners learn at distinct speeds based on their characteristics and information possessed. Hence, as an instructor, it is essential to enhance the learning process by using appropriate timing/pacing of the instruction process. This can follow the Bloom taxonomy model in understanding and working with learning objectives, which include synthesis, evaluation, analysis, application, understanding and knowledge process. Individuals learning through practices of stimulation of their senses must adopt the use of different materials that stimulate their multiple senses as much as possible for improving their learning process. The act of simulation is in line with the Neuro-Linguistic Programming Model that focuses on neurology, language, and programs of the neural language. This is possible through implementation of strategies of motivation, reinforcement, retention and transference strategies.

For instance, an employee who is new to an organisation, a different L&D program, can be used. They can be exposed to the best rewards of an effective career development program. For the new employee, the program could be adjusted with the purpose of fitting the size and unique needs of the business operations. After the end of the L&D process, employees can further be reevaluated on the extent of success in the L&D program and the level in which it has been effective in achievement of their objectives and hence altering the information sources.

3.1 Four Learning/Training Methods and their Suitability for Different Learning Objectives

Instructor-led training-

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