5LD01 Supporting Self-Directed and Social Learning identifies the growing human desire for autonomy, which extends to the learning environment, where students prefer self-direction and flexible hours that fit their schedules. Furthermore, optimal organisational learning requires the integration of legal and social learning measures. As a result, while this unit acknowledges the importance of all aspects of organisational learning in improving performance, it also emphasises the need for self-directed learning channels for individuals who prefer to learn at their own pace.

What You Will Learn

This section explores the relationship between social and self-directed learning and their benefits and drawbacks based on concepts and theories. As a result, learners will be able to acquire the necessary skills and knowledge to manage themselves while working in an organisation. This unit also includes examples of learning-supporting organisational strategies and approaches, as well as a focus on technology and its role in self-directed learning. As a result, a student who completes the unit can tailor learning models and resources to motivate and support learners to improve organisational learning.

This Unit is Suitable for

Individuals with experience in HR and L&D, as well as those currently employed in similar positions and roles, will excel in this section. Individuals seeking in-depth knowledge of organisational learning concepts for HR and L&D applications, on the other hand, are best suited for the course. The 5th level is also suitable for CIPD’s level three certification, as it is an advancement of the CIPD’s 3rd Associate level.

Learning Outcomes

The CIPD Foundation warrants that the unit will or should have impacted comprehensive learning outcomes in students at the end of this section:


Because of the unit, a thorough understanding of theories and concepts related to social and self-directed learning:

  1. Using definitions and analyses that connect both aspects of learning provides a thorough explanation of the social and self-directed learning concepts.
  2. Examine self-directed and social learning theories that enable students to make well-informed decisions about learning models and supporting concepts. As a result, learners can distinguish between different theories, allowing them to choose the most appropriate model for unit concepts, situations, and needs.
  3. Evaluates the potential risks and benefits of social and self-directed learning for individuals and organisations. Low cognitive learning exploration, low stimulation and engagement, self-reliance and awareness, activities tailored for specific learning gaps, convenience, and increased individual and organisational agility are all risks and benefits associated with learning models.


The exact knowledge of employee engagement and motivation strategies is ideal for self-directed and social learning.

  1. Organisational learning and development strategies that support self-directed and informal learning are described.
  2. Organisational learning approaches that support social learning are defined. Financial and technological support, for example, as well as the formation of professional clusters that interact with other professional groups.
  3. Examine theories that categorise learners differently and influence the best ways to access and participate in social and self-directed learning. For example, generational differences among students elicit a wide range of preferences and expectations that a universal pre-built model can’t meet.
  4. Examining the role of L&D officials in the digital age and the impact of technology such as smart devices, artificial intelligence, and social media usage in supporting social and autonomous learning.
  5. Social and self-directed learning insight uses assessment tools and principles to engage learners in identifying learning models and quantifying their effectiveness in individual and organisational performance.


The ability to put together a collection of learning resources ideal for encouraging social and self-directed learning models. The following factors contribute to the development of this ability:

  1. A review of the principles underpins the collection of resources for entire organisational L&D programmes and specific social and autonomous learning requirements. For example, learners can isolate resources suitable for specific situations and needs by considering factors in resource selection such as professional credibility, accessibility, relevance, and the target audience.
  2. Activities such as creating readily accessible L&D resources that address specific knowledge and skill gaps. This section challenges students to identify the accessibility needs of target groups and individuals to improve access by analysing and selecting distribution channels based on their benefits and drawbacks.
  3. Coursework encourages students to act as resource curators for their peers, with benefits such as providing a diverse range of information from various perspectives. However, learners can recognise the role of L&D in curation oversight by considering the risks associated with peer resource curation, such as credibility issues and outdated content.

What are the entry requirements?

Other than language and age requirements, there are no clear qualifications for this CIPD foundation course. To begin with, all assignments and coursework are completed in English. As a result, aspiring students who speak English as a first language or have passed English language literacy tests are eligible for the course. Second, all applicants must be at least 18 years old and have a strong interest in learning and development of human resources management. Third, the unit requires learners to meet all learning outcomes due to the complexity of the assignments, concepts, and terminologies in the CIPD’s Level 5 Associate Diplomas in People Management and Learning and Development.

Furthermore, all Level 5 assignments and objectives correspond to undergraduate-level coursework. In addition, CIPD centres conduct assessments to determine if an applicant’s qualifications are sufficient for the fifth level. As a result, to continue with the course, candidates must meet these requirements.

How can we help?

We provide high-quality services at our clients’ convenience, 24 hours a day, seven days a week. Our area of expertise includes CIPD courses, where we offer expert guidance and input on how to streamline coursework and study for better grades. In all assignments, our diversely competent professionals prioritise client-set deadlines, providing timely input, and checking off our clientele’s preferences. Furthermore, the breadth of our expertise ensures that each order receives the most input from experts in related fields, maximising our clients’ course credits. Our contribution also ensures that each client receives grades and informational content that improves their understanding of each section, allowing them to meet all of the syllabus’ learning objectives.


Beevers, K., Hayden, D. and Rea, A. (2019) Learning and development practice in the workplace. 4th ed. London: CIPD Kogan Page.

Bingham, T. and Conner, M. (2015) The new social learning: connect, collaborate, work. 2nd ed. Alexandria, VA: ATD Press.

Doloriert, C., Boulton, W. and Sambrook, S. (2017) Facilitating collective and social learning (e-book). London: CIPD Kogan Page.

Hart, J. (2020) Modern workplace learning: how to build a continuous learning culture. modernworkplacelearning.com.

Hart, J. and Jarche, H. (2014) Social learning handbook: the next generation of learning practices in the age of knowledge sharing and collaboration. London: Centre for Learning & Performance Technologies.

Illeris, K. (2011) The fundamentals of workplace learning: understanding how people learn in working life. Abingdon: Routledge.

Parry-Slater, M. (2021) The Learning and development handbook: a learning practitioner’s toolkit. London: Kogan Page.

People Management UK. (nd) Available at: www.peoplemanagement.co.uk/

Shackleton-Jones, N. (2019) How people learn: designing education and training that works to improve performance. London: Kogan Page.

Stewart, J. and Cureton, P. (2014) Designing, delivering and evaluating L&D: essentials for practice. London: CIPD Kogan Page.

Talent Development. (nd) Available at: www.cipd.co.uk/knowledge/journals

The Association for Talent Development (ATD). (nd) Available at: www.td.org/

Need Help? Chat with us!
Start a Conversation
Hi! Click one of our members below to chat on WhatsApp
We usually reply in a few minutes