Understand the importance of alternative methods of learning for individuals and organisations.

About this package

This package examines how informal and self-directed learning can support development alongside formal programmes. It distinguishes learning that arises through everyday activity from learning that an individual deliberately plans and manages. Learners compare these approaches in terms of autonomy, social interaction, access to support and workplace application, considering when greater independence leads to relevant learning and stronger capability rather than simply more activity. The first part assesses benefits for both individuals and organisations. Topics include self-awareness, self-reliance, personalised development, engagement and access to a wider range of expertise. It explores how knowledge sharing can extend development beyond scheduled programmes, while distinguishing an individual's increased knowledge from knowledge that remains accessible to the organisation. Just-in-time learning, learning in the flow of work and responsiveness to change are considered alongside the practical conditions needed to apply learning from formal programmes. The package also examines the risks of leaving learning unsupported. These include non-engagement, isolation, limited networking, reinforced poor practice, weak progress monitoring and development that does not meet organisational needs. Learners consider how to retain meaningful choice while making learning quality and workplace application visible. This balance matters because a quick answer may solve an immediate problem without building lasting capability, and independent activity does not automatically produce useful development. The second part focuses on practical support. Drawing on psychology, neuroscience, adult learning and motivation, it covers metacognition, confidence, previous learning experiences, perceived relevance and logistical barriers. Learners explore resource curation, learning choices, financial support, psychological safety and opportunities for social learning. The final section connects personal aspirations with organisational capability needs and considers how managers can agree goals, coach learners, review workplace evidence and recognise progress without taking over every learning decision. Together, these topics support the design of learning approaches that combine individual ownership with appropriate organisational support.

Who it’s for

This package suits learning and development professionals and others responsible for workplace learning. It is also relevant to managers who support employees to plan, apply and review their own development.

What’s covered

1. Individual benefits of informal and self-directed learning

   Distinguishes informal learning through everyday activity from self-directed learning planned and managed by the individual. Examines how ownership can support self-awareness, self-reliance, personalised development and engagement.

2. Development opportunities and organisational knowledge

   Examines how informal exchanges and self-directed activity can increase development opportunities and access to expertise. Distinguishes learning activity from improved capability, and individual knowledge from knowledge available across an organisation.

3. Workplace responsiveness and links with formal learning

   Explores just-in-time learning and learning in the flow of work as ways to respond to immediate needs and change. Considers the reliability of what is learnt, the consequences of errors and how these approaches complement formal programmes.

4. Learning transfer and risks

   Considers how informal practice helps learners apply formal learning under real workplace conditions. Assesses risks including isolation, limited support, non-engagement, poor practice, inadequate monitoring and misalignment with organisational priorities.

5. Applying learning science

   Uses principles from learning science to explain how people direct attention, retain knowledge and sustain effort. Covers metacognition and the importance of planning purposeful activity, checking understanding and applying learning.

6. Identifying individual barriers to participation

   Explores how self-beliefs, previous learning experiences, perceived relevance and practical constraints affect participation. Considers fixed mindsets and self-efficacy, with an emphasis on identifying the specific cause of non-participation before agreeing support.

7. Curated resources, learner choice and financial support

   Covers the selection, checking, organisation and maintenance of trustworthy learning resources. Examines how learning choices and financial support can address practical obstacles while preserving individual responsibility.

8. Conditions for informal and social learning

   Examines how everyday expectations and practices shape a learning culture. Covers psychological safety, time and space for learning, opportunities to exchange knowledge and recognition of contributions.

9. Aligning learning priorities and supporting managers

   Connects individual aspirations and development needs with organisational capability requirements. Explores how managers can agree goals, coach learners, review evidence of workplace application and recognise progress without taking over learning decisions.

Learning outcomes

By completing this package, learners can:

• Compare informal, self-directed and formal learning in terms of learner autonomy, social interaction, access to support and opportunities for workplace application.
• Assess the potential benefits of informal and self-directed learning for individuals, including greater control over development, self-awareness, self-reliance, personalised development, just-in-time learning and engagement.
• Evaluate how informal and self-directed learning can benefit organisations through knowledge sharing, increased agility, expanded development opportunities and improved transfer of learning from formal programmes.
• Assess the risks of informal and self-directed learning for individuals and organisations, including non-engagement, isolation, limited support and networking, reinforcement of poor practice, inadequate progress monitoring and misalignment with organisational needs.
• Apply principles from psychology, neuroscience, adult learning and motivation theory to recommend ways of encouraging participation in informal and self-directed learning in a given organisational context.
• Analyse barriers to participation, including self-beliefs, previous learning experiences, perceived relevance, personal objectives and logistical constraints, to recommend targeted support for individual learners.
• Design an organisational approach to informal and social learning that combines curated resources, learner choice, financial support, opportunities for interaction and recognition of learning.
• Develop a self-directed learning plan that aligns an individual's aspirations and development needs with organisational priorities and specifies learning activities, sources of support, progress reviews and evidence of workplace application.
• Formulate guidance for managers on promoting, supporting and recognising informal and self-directed learning, including providing feedback, checking learning quality and reviewing its application at work.

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