Understand how to support others to develop the skills and knowledge required to meet both individual and organisational objectives.

About this package

Supporting others’ development involves more than arranging training. This package examines how learning and development can build workplace capability while connecting individual ambitions with organisational objectives. It explains why learning only improves performance when people apply it at work, and explores benefits including transferable skills, clearer communication, accountability, stronger teamwork and a positive organisational culture. It also considers development’s contribution to career opportunities and talent management. Learners examine different reasons for development, distinguishing current performance gaps from future capability needs, skills maintenance, knowledge updating and professional development requirements. The content also considers needs arising from individual aspirations and talents. Internal changes to strategy, processes, products or services are explored alongside external drivers such as legislation, helping learners identify what employees need to know or do differently. The package compares facilitation, on-the-job and off-the-job training, asynchronous and e-learning, and in-house and external programmes within face-to-face and blended provision. Coaching and mentoring receive particular attention, including their purposes, relationships and delivery styles. GROW, CLEAR and OSKAR provide structures for development conversations that move from an initial concern towards agreed action and follow-up. Inclusive design and delivery are considered through learners’ previous experience, knowledge, skills, preferences and willingness to participate. The content addresses ethical practice, equality, cultural expectations, disability-related requirements and practical constraints on time and location. It explains how demonstrations, discussions and practical tasks can complement one another, and why successful group work does not by itself demonstrate that every individual has learnt. The final part focuses on judging whether development has achieved its purpose. Learners explore evaluation criteria, timing and Kirkpatrick’s levels, distinguishing satisfaction from learning, workplace application and organisational results. Quantitative evidence and descriptive feedback are considered alongside assessments, surveys, discussions and interviews. The emphasis is on gathering relevant perspectives from learners, trainers and line managers, then using findings to improve future provision.

Who it’s for

This package suits HR and learning and development staff, line managers, team leaders and others responsible for supporting colleagues’ development. It is also relevant to learners studying workplace learning and people management.

What’s covered

1. Benefits of learning and development

   Explores how applying learning at work improves capability, performance, behaviour and communication. It also examines collaboration, organisational culture and the contribution of development to career opportunities and talent management.

2. Learning needs and why they arise

   Distinguishes current performance gaps, future development needs, skills maintenance, knowledge updating, professional requirements and individual aspirations. It examines how organisational change and external factors, including legislation, create new learning needs, while recognising that training cannot resolve every performance problem.

3. Development approaches, coaching and mentoring

   Compares facilitation, on-the-job and off-the-job training, digital learning, and internal and external programmes within face-to-face and blended provision. It examines coaching and mentoring relationships, coaching types and delivery styles, and the GROW, CLEAR and OSKAR models for structuring conversations.

4. Accommodating individual requirements

   Considers learning history, preferences, practical constraints, ethical practice, equality, cultural expectations and accessible provision. It explains how to adapt support for differences in knowledge, experience, skills and participation, combine learning techniques and monitor individual learning within groups.

5. Evaluating learning and development

   Explores evaluation purposes, criteria, models and timing, including Kirkpatrick’s distinction between reaction, learning, behaviour and results. It covers qualitative and quantitative evidence, learner and workplace perspectives, and the management of discussions, assessments, surveys and interviews to inform decisions and continuous improvement.

Learning outcomes

By completing this package, learners can:

• Explain how learning and development benefits individuals and organisations through transferable skills and knowledge, improved behaviours and communication, greater efficiency, stronger teamwork and organisational culture, and support for talent management.
• Categorise learning needs in workplace scenarios as current performance gaps, future development needs, skills or knowledge maintenance, professional development requirements, or individual aspirations and talents.
• Analyse how internal and external factors, including legislative changes and changes to organisational strategy, processes, products or services, generate individual and organisational learning needs.
• Summarise the purposes and features of facilitation, on-the-job and off-the-job training, asynchronous and e-learning, and in-house and external development programmes within face-to-face and blended provision.
• Compare coaching and mentoring in terms of purpose, relationship and delivery, distinguishing between coaching styles and explaining how selected coaching models structure development conversations.
• Explain how ethical practice, equality, cultural expectations and disabilities influence the design and delivery of accessible and inclusive learning and development.
• Apply a mix of learning methods to a workplace scenario to accommodate differences in learning history, preferences, knowledge, experience, skills, willingness to participate and time or location requirements, including ways to monitor individual learning within a group.
• Explain the purposes, levels and timing of learning and development evaluation, using an established evaluation model to distinguish learner satisfaction, learning, workplace application and organisational results.
• Justify evaluation criteria and qualitative and quantitative information sources that link learning and development activities to individual objectives, organisational objectives and continuous improvement.
• Describe how to organise and manage evaluation through discussions, assessments, surveys and interviews, gathering feedback from learners, trainers, line managers and other relevant third parties.

Frequently asked questions

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