There’s no single right way to approach learning and development, some people lean into formal training, others rely more on coaching or shared experiences. And that’s part of the challenge. You’re expected to make sense of different approaches and reflect on their value in real workplace settings. Not always easy, especially if you’ve never really had to support someone’s learning before.
Inter Luxe Hotel Group is a multi-national hotel chain with 800 properties in 25 countries. The hotels are based in coastal resorts and cities. In coastal resorts, customers are mainly those on holiday. In cities, the customer base is more diverse and includes sightseers and business customers. Both groups of customers have high expectations. You work as a People Advisor in the People Function of a cluster of eight hotels. Inter Luxe Hotel Group employs graduate trainees who spend time in different functions to enable them to develop knowledge and understanding of the whole business. A graduate trainee will soon be starting their placement in your function, and you are responsible for their learning during this placement.
This is a dual-focus question, benefits to the trainee and benefits to the employer (Inter Luxe). That’s your first clue that your answer must be balanced between the two groups. It’s very tempting to write only about how much the trainee learns, but assessors will be looking for evidence of how this learning supports the business too.
So, let’s look at each half properly, but before we do that, I want to gently bring the case study into your mind.
We know this is a large international hotel chain . Eight hundred properties, operating in coastal resorts and cities , with different customer needs depending on location. City hotels deal with business clients and tourists; coastal ones cater mostly to holidaymakers. Expectations are high, and guest satisfaction is clearly central to the brand.
Also important, graduate trainees rotate across functions to get a broader understanding of the business. You, as a People Advisor in the HR function, will soon mentor one of these trainees.
So your answer should consider:
What kind of development might happen during the trainee’s placement in your HR team
What the trainee personally gains from it
How that feeds back into Inter Luxe as a business
Let’s take it step by step.
Think about this like you’re talking to the trainee themselves. What are they getting out of spending time with the People Function?
Here are some practical points:
They’ll learn how people processes work in real life (not just theory from university)
They’ll see first-hand how HR supports operations across different hotel settings
They’ll get to observe real employee relations issues, staffing challenges, hiring cycles, etc.
They’ll work with data, like absence trends, turnover rates, or employee satisfaction surveys
You might say, “Well, most graduates already expect to do some training during placements.” That’s true. But what’s key here is the structured learning activity, something with thought behind it. That could be shadowing senior HR staff, attending learning briefings, or even being asked to help run a small-scale induction session.
By doing all this, they develop both:
Technical understanding —how policies and systems operateInterpersonal skills —how to communicate, adapt, manage situations under pressure
And those two things together support their progression into a professional role, whether within Inter Luxe or elsewhere.
Now that’s one half done.
Let’s shift gears.
Why should Inter Luxe put time and money into these learning opportunities for someone who might not even stay long-term?
It’s a fair question. But remember, these graduate programmes exist for a reason.
Inter Luxe is in the hospitality sector , where service quality and guest experience are everything. They can’t afford staff who don’t understand what the brand stands for. Trainees who spend time in HR are more likely to understand how people decisions affect service, and that’s valuable.
Also:
Trainees bring fresh perspective . They might spot something that’s not working as well as it could be. Even simple suggestions, like updating a training manual or digitising part of an induction process, could have a ripple effect.
By developing someone internally, Inter Luxe creates a pipeline of future leaders who understand both the company’s values and its practical realities.
Investing in learning gives Inter Luxe a stronger employer reputation . Word gets around. Future graduates will apply if they know they’ll be genuinely developed, not just used as extra labour.
Another point worth including, Trainees who feel they’ve been invested in are more likely to stay with the company after the programme. That’s a long-term return on what might feel like a short-term cost.
You don’t need to say all of this in the assignment, but if you keep these ideas in mind, it’ll help shape your response with more depth.
Let’s bring in a specific example from Inter Luxe.
Imagine the graduate trainee is placed in your cluster of eight hotels. In one hotel, they observe a pattern, high seasonal staff turnover is affecting customer satisfaction scores during summer months. They work with your People team to:
Review recruitment timing and onboarding methods
Suggest adjustments based on what they’ve learned in other hotel departments
Present a short report with observations and improvement ideas
That, right there, is learning in action, and a direct business benefit.
Learning and development activities benefit both the graduate trainee and Inter Luxe Hotel Group in a range of practical ways. For the trainee, these activities offer more than just theoretical exposure. Working within the People Function allows them to gain first-hand understanding of how HR supports hotel operations, especially across varying environments like resorts and city locations. They learn how recruitment, employee relations, and workforce planning are handled in real-world scenarios, something not always possible through academic study alone.
The trainee also develops communication and problem-solving skills, which are essential for any future managerial role. For example, if they’re asked to participate in onboarding seasonal staff or contribute to planning an employee wellbeing initiative, they start to understand how people policies affect service delivery. These experiences build their confidence and practical knowledge, helping them grow into capable professionals.
Inter Luxe also benefits. Through these learning activities, the business shapes future talent that already understands how it operates. This can improve the quality of leadership across the group over time. Trainees often bring a fresh set of eyes, noticing things more experienced staff may overlook. In one cluster of hotels, for instance, a trainee helped analyse staff turnover and suggested simple improvements to the onboarding process, something the team hadn’t previously prioritised.
By investing in learning for trainees, Inter Luxe strengthens its internal capabilities and supports its brand promise of high service standards. Over time, this helps retain talented graduates and improves the company’s standing as a place where people want to work and grow.
When you’re writing your own answer, don’t feel like you have to cover every angle. Just focus on clear reasoning and connect it back to the context you’re given.
Ask yourself:
What does this activity help the trainee do ?
Why would Inter Luxe care about that?
Can I give an example, even a small one, from the hotel context?
And take your time. It’s not about using big words. It’s about showing you understand the why behind learning activities. Let’s keep it practical, grounded, and human.
At first glance, this might seem quite easy “describe learning needs,” but it’s asking you for more than a list. It wants you to recognise different kinds of learning needs that could apply both to the graduate trainee and to Inter Luxe Hotel Group .
So you’re not just identifying the needs, they want to know why those needs exist. What’s driving them? Where do they come from?
Now, you’ll want to connect those needs to the context, which is the Inter Luxe case study. Otherwise, your answer will feel a bit disconnected or theoretical.
Here’s the thinking they’re probably using when marking:
Are you describing different types of learning needs? Not just one or two, but a good range.Are you linking those learning needs to specific factors—like role demands, organisational goals, personal development, or business environment? Have you considered both the graduate trainee’s perspective and the organisation’s? And have you used the Inter Luxe scenario properly—not just mentioned it once?
This unit is about people development, so they’ll want to see you understand how learning fits into the real day-to-day of a company.
Let’s take this slowly. Here’s how I’d guide you in planning your response:
1. Identify the different types of learning needs There are three broad types you might explore. It’s usually best to structure your answer around these:
Organisational learning needs – what Inter Luxe needs from its people to meet business goalsTeam or functional learning needs – what the People Function might require for success in this cluster of hotelsIndividual learning needs – what the graduate trainee personally needs to learn to grow in their role
You don’t need to call them those exact terms, but grouping your answer in that way helps keep it clear and balanced.
2. Describe each learning need and where it’s coming from Now let’s pull in the case study. Here are a few questions you can ask yourself for each learning need:
Is it about meeting company-wide expectations (like customer service standards)?
Is it about helping the individual settle into their role and perform effectively?
Is there a gap between what the graduate trainee currently knows and what they’ll be expected to do?
Once you spot the reason behind the learning need, write that out clearly, but naturally. You don’t have to explain every possible cause. Just the relevant ones.
“Right, so this graduate trainee is joining the People Function. They’re rotating across departments, so they’ll need to understand how HR supports operations in both coastal resorts and urban hotels. Those are quite different environments, holidaymakers vs. business travellers. So, there’s a learning need there: understanding how employee priorities shift across locations.”
Or,
“Think about what Inter Luxe needs right now. It’s a large multinational. That brings learning needs linked to consistency, cultural awareness, maybe even language or systems training—especially if their HR approach differs slightly from country to country.”
Let’s build some examples that match the structure you might use in your paper. These should feel realistic, not too polished.
Why it arises :
Why it arises :
Why it arises :
Why it arises :
Why it arises :
You don’t need to summarise like a textbook would. Just gently bring your points together. For example:
So, all in all, the learning needs here are shaped by both the graduate’s early-stage career and the particular shape of Inter Luxe as a global hotel group. Some needs come from their limited experience. Others are driven by the complexity of the business or expectations from leadership. Either way, it’s a mix of formal and informal learning that will help them feel confident, capable, and over time trusted in their role.
For a graduate trainee joining Inter Luxe Hotel Group, the learning needs stretch far beyond formal training. Given they’ll be moving between departments, including time in the People Function, their development depends on understanding both how the business operates and how people are supported within it.
One key learning need is around business awareness. Inter Luxe serves very different types of guests in different settings. In coastal resorts, staff are supporting guests who are there to relax, while in cities, the experience may be more fast-paced, with business travellers expecting quick, polished service. For the trainee, understanding how these expectations affect staff behaviour, scheduling, or training priorities will help them understand how HR supports each type of hotel.
Then there’s the practical side, systems and procedures. Even with a solid academic background, the trainee won’t yet know how absence reporting is managed here, or what onboarding looks like across different properties. There’s a learning need in simply understanding how the People Function works day-to-day. These aren’t things they could have fully picked up in university, they’ll need time, and some support, to settle into these routines.
Another area involves soft skills. Many graduates, especially those new to hospitality, might not have developed confidence in professional communication. Whether they’re sitting in on disciplinary meetings, taking part in regional calls, or helping with recruitment, they’ll be learning how to read the room, how to stay professional under pressure, and how to give feedback, or receive it, gracefully.
From the organisation’s perspective, there are learning needs too. Inter Luxe is aiming to develop a pipeline of future leaders. That means graduates need a broad view, not just HR processes, but how those link to customer satisfaction, brand consistency, and business outcomes. Supporting the trainee to grow in that way serves both their career and the company’s longer-term interests.
So, their learning journey is shaped by the unique nature of Inter Luxe’s business, the expectations placed on new professionals, and the structure of the graduate scheme itself. Some needs will become clear early on; others may only emerge once the trainee starts working more independently.
Now, before we even touch the answer, let’s break this apart.
actually asking?They’re asking you to think like someone who’s guiding a graduate trainee. Not just throwing them into tasks and hoping they cope, but carefully considering how you’ll support them to learn. It’s not just about teaching, it’s about how you teach, how they grow, and the methods you might pick depending on what they need at different moments.
You’re meant to comment on a range of approaches to learning and development. Some happen in-person, some might blend online and face-to-face. You’re to cover facilitation, training, coaching, and mentoring .
So you’re not writing a training manual. You’re showing that you can think like a People Advisor who understands different ways people can learn, and who can decide when one way makes more sense than another.
The tone shouldn’t feel like you’re listing definitions from a textbook. You’re writing to show the assessor that you understand these things in context, your context, which is the Inter Luxe Hotel Group , and specifically, you’re supporting a graduate trainee during their placement.
Let’s put the textbook down and look at it like you would in real life.
You don’t want to repeat the case study back, but it helps to acknowledge it so your answer feels real . Something like:
At Inter Luxe, we regularly welcome graduate trainees into our People function. They’re bright, curious, but new to how things work in practice. Since our hotels span both resort and city environments, we need to help them understand different workplace cultures, customer expectations, and team dynamics.
You’re framing your answer within the world of Inter Luxe, which makes everything you write next feel anchored.
You’re expected to mention four things: facilitation, training, coaching, mentoring . So make it clear to your assessor that you’re covering all four. A sentence like:
There are several approaches I would use to support the trainee’s learning, each depending on the context, their level of confidence, and the kind of knowledge or skill they need to build. These include facilitation, formal training sessions, ongoing coaching, and structured mentoring.
Simple. No fluff. You’re letting the reader know what’s coming.
Practically (Not Just Definitions)Now, this part is where you bring the content to life. Don’t just say what these terms mean, show how you’d actually use them with the trainee.
Let’s walk through each one, giving a short definition, a reason, and a case study-specific example.
Facilitation Facilitation usually means creating space for discussion or problem-solving rather than giving direct answers.
I might use facilitation during group sessions where the trainee observes or joins discussions between hotel managers. For instance, if we’re reviewing recent employee feedback scores across several hotels, I’d encourage the trainee to ask questions, share what they notice, and compare findings between the resort and city settings. It’s not about me presenting the data; it’s about helping them draw their own insights from what’s shared.
The focus is on learning through participation. They’re thinking aloud, not just absorbing.
Training Training is more structured. You teach specific things, maybe a policy, or how to use the HR software.
Some things require more formal instruction. I’d probably schedule training sessions on our people systems, showing them how we track absence, manage onboarding, and record performance reviews. These would be short, practical sessions, ideally with a follow-up task where they can try the system out on a mock case.
Training is often where they get the technical ‘how-to’ stuff.
Coaching Now coaching is a bit more personal and informal. It’s about helping them build confidence, reflect, and find their own way.
Let’s say the trainee had to lead a short session with hotel supervisors on staff rotas, a bit nerve-wracking for someone new. Afterward, we’d sit down and I’d ask open questions: What worked? What felt awkward? What would you do differently? I’d offer feedback, but mostly I’d let them think aloud. It’s less about correcting and more about guiding.
You’re being supportive, but not steering too hard.
Mentoring Mentoring is broader and long-term. It’s about sharing your experience, giving perspective.
I’d meet regularly with the trainee, maybe over coffee, to talk about their overall development. If they were unsure whether they wanted to focus on recruitment or employee relations long-term, I’d share stories from my own career, where I started, what surprised me, what mistakes I made. It’s personal, and not always tied to daily tasks. You’re helping them see the bigger picture.
You don’t need a tidy conclusion. Just wrap with a human note:
In reality, I’d probably use a mix of all four, sometimes without even realising it. Some weeks the trainee might need more structure, other times they’ll want space to try things their own way. The point is to stay flexible. And, well, to remember they’re not just here to learn from us, we learn a bit from them too.
It ends casually, but it still shows insight. That’s what the assessor wants to see.
At Inter Luxe, we regularly welcome graduate trainees into our People function. They tend to arrive with enthusiasm and a solid academic background, but they’re still finding their footing when it comes to working in a real business environment, especially one as varied as ours, with both resort and city hotels.
To support their learning, I’d take a varied approach. Different situations call for different methods. Some days we need structure; other times, it’s about letting them explore, ask, or just listen.
One approach I’d use is facilitation . This is useful in group settings, perhaps when managers from our cluster are reviewing guest satisfaction results or discussing staff turnover. Rather than lead the meeting myself, I’d invite the trainee to join in, ask questions, and observe how others solve problems. It gives them a chance to make sense of real issues without being overloaded with theory.
There would also be training sessions, especially for systems like the HRIS or payroll tools. These would be short, focused, and practical. I’d walk them through how we use the tools, then let them practise using sample data. Sometimes you just need to show someone how a thing works, step by step.
I’d also make time for coaching , particularly after they’ve tried something new. For example, if they supported a disciplinary meeting or led a small team briefing, we’d sit down after and talk it through. I’d ask what felt natural, what they found tricky, and what they’d try next time. The idea isn’t to correct, but to help them reflect and build confidence gradually.
And finally, I’d act as a mentor throughout their placement. We’d meet regularly, not just to talk about daily tasks, but also about their future. If they were unsure about which HR path they want to take, I’d share my own experience and offer different perspectives. Sometimes just hearing someone else’s story helps make things clearer.
All four methods have a place. And in practice, they often blend together. One moment I’m training; the next, we’re deep in a coaching-style conversation. What matters is being aware of what the trainee needs at any given time, and being willing to shift approach when things change.
Let’s stop there. You’ve got a solid answer now. It shows you understand the theory, sure, but more importantly, it sounds like you’ve used it. That’s what the assessor’s looking for. You’re not just naming methods, you’re making choices, with real reasons, and real examples. Keep that balance in mind as you continue the rest of your unit.
Let’s just understand what this is asking.
You’ve probably read this and thought, “Okay, I just need to say we should think about the graduate’s needs.” But that’s too surface-level. You’ve got to go a little deeper, with thought and some realism.
This question is really saying:“When we create and carry out learning and development activities for this trainee, how do we take them as a person into account?”
So think:
What are their learning preferences?
Do they have any support needs?
What motivates them?
How might they react in a busy hotel environment?
What do they already know, or not know?
It’s not just about putting them in a training session and ticking a box. It’s about thinking through the human side of learning. It’s about working with a real person, not just a job title.
Remember our context. You’re the People Advisor looking after eight hotels. This trainee is rotating through departments. That’s a lot of movement. Different managers. New faces every week, maybe.
Let’s stop there for a moment.
Think what that’s like for someone straight out of uni. Imagine you’re being dropped into a coastal resort one week, then into a city-based conference-focused hotel the next. You’re dealing with a whole mix of customer demands, staff personalities, and work rhythms. It’s not a small ask.
So in your response, we want to show you understand that this is the world they’re learning in, and it’s a bit unpredictable. Which means, the learning has to be flexible and responsive.
Let’s get specific. It can mean a bunch of things, depending on the trainee:
Learning Style : Some people learn better by doing . Others need time to observe first. Some like reading detailed manuals. Some prefer being shown once, then getting stuck in.Confidence Levels : One trainee might speak up easily. Another might feel overwhelmed and need more encouragement or 1-on-1 conversations.Pace of Learning : Not everyone learns new systems at the same speed. That’s not a problem, it just means the delivery needs to breathe.Cultural Background or Language : Maybe the trainee isn’t local. Maybe they’re dealing with new cultural expectations on top of a new job.Career Goals : Maybe they’ve got a strong interest in events or finance, and we can shape part of their time around that.
Each of these is real . And your assessors want to see you acknowledging that real people have varied learning needs.
This is the doing bit. You’ve spotted what they need. So what do you do with that? Think practically.
design of learning:
Pre-placement conversations : Ask them about their learning preferences. Do they prefer shadowing or structured training? What worked well at uni?Flexible objectives : Yes, there are things they must cover, but can some of it flex to what they want to learn more about?Learning plan variety : Mix in different ways of learning: shadowing, interactive sessions, written tasks, maybe even reflective journaling.Realistic scheduling : Avoid overloading them with back-to-back shifts and expect them to reflect and learn at the same time . They’ll burn out.
delivery :
Supportive buddy system : Pair them with someone who remembers what it was like to be new.Regular feedback : Don’t wait till the end, weekly check-ins to ask, “What’s working? What isn’t?”Adapting on the fly : If they seem disengaged or unsure, stop and talk. Maybe they’re struggling with a concept. Maybe the environment isn’t ideal.Reflection time : Build in space to breathe and reflect. Learning isn’t just about doing, it’s also about stepping back and thinking, “What did I learn here?”
Again, link this back to the Inter Luxe context. Imagine a trainee placed in a city hotel that runs corporate conferences. They might feel lost if their background is more hospitality-focused, like food service. Can you adjust their exposure to those departments? Maybe delay a rotation or give them more prep?
Now let me show you how all of that could come together in a sample response. This is something you might actually write, and it should feel real.
When designing and delivering learning for the graduate trainee at Inter Luxe, it’s important we take time to understand who they are, not just what the placement involves. Every trainee arrives with different preferences, needs, and experiences, and our role in the People Function is to build learning around that, rather than force them into a fixed structure.
For instance, if a trainee has said they learn best by observing first, then trying tasks themselves, we can plan for shadowing periods before active assignments. Some may need more written resources to reinforce what they’ve seen. Others might thrive in hands-on roles straightaway, and for them, a direct approach could work better. It’s never just one method for everyone.
In our hotel cluster, the pace differs across locations. A beach resort might be relaxed, with more time for reflection. A city hotel dealing with business clients moves faster. The same approach to learning won’t land equally well in both. We need to adapt delivery across the placements. That might involve giving the trainee more prep before high-pressure weeks or pairing them with a mentor who checks in daily during busier phases.
The trainee’s goals also matter. If they express interest in front-office systems, we might schedule an extra few days with reception teams or even involve them in a real-time problem-solving task. This helps keep their engagement up, and it shows that we respect their career aspirations, not just the company’s agenda.
Checking in regularly matters too. Plans on paper often look perfect but don’t always hold up in practice. If the trainee is struggling, we need the space to pause and adjust. The learning journey should stretch them, but not leave them floundering. Balancing that takes attention.
In short, accommodating individual preferences isn’t just about kindness, it’s about making learning work. People develop best when they feel understood. And in the Inter Luxe setting, where no two hotels are quite the same, that flexibility is not optional. It’s just realistic.
That’s one way to do it. Don’t worry if yours looks a bit different. As long as your thinking shows real understanding, and you anchor it to your case study, you’re on the right path.
Want help reviewing your draft when you’re done? I’m here.
Let’s break it down in plain terms.
“Discuss” – This word signals that you’re not just listing things. You’ll need to talk through each method in a reasoned way. Think through how each works, where it applies, and what we might learn from it.“Two methods” – Not three, not one. Just two. Choose wisely. Make sure each one can be explained clearly and applied realistically to the case study.“Evaluating” – We’re not talking about delivering training here. We’re looking at how we check whether the trainee has actually learned anything, and whether that learning has made a difference .“Learning and development” – This is both the knowledge they’ve gained and how they’ve grown through the experience.“And its impact” – This is important. You can’t stop at “the trainee completed the training.” You need to stretch it further: what changed because of that learning? What effect did it have on them, on others, or even on the business?
So far so good?
Remember the context you’re working in: Inter Luxe Hotel Group . A global hotel chain. Eight hotels in your cluster. Guests with high expectations. And a graduate trainee joining the People function, with the aim of learning how HR works in the business.
Keep this picture in your mind. It’s not abstract, it’s real (well, pretend-real). Every point you make should be filtered through this setting.
Let’s look at a few you might pick from:
Feedback surveys or interviews – asking the trainee, or others they’ve worked with, what they’ve noticed.Observation – literally watching how they behave and perform after the learning.Performance data – maybe tracking changes in KPIs or HR metrics before and after the placement.Learning journals or reflections – where the trainee writes about what they’ve experienced and how it’s shaped their thinking.360-degree feedback – collecting feedback from managers, peers, maybe even external trainers.
Now, we need to pick two that fit the Inter Luxe context. Let’s go with:
Manager and peer feedback (formal and informal) Learning journal/reflection log kept by the trainee
You can pick others, of course. These two just work well here.
Alright. Let’s pull everything together and write the sort of answer that would actually meet the assessment requirement.
1. Peer and Manager Feedback
Because the trainee will be working within our People function, they’ll naturally interact with a range of colleagues, from HR business partners to recruitment coordinators and learning administrators. After several weeks, I’d gather informal feedback from these team members and the line manager overseeing the trainee’s work.
This could happen through short check-ins or a structured feedback form. The point is to understand whether the trainee is applying what they’ve been exposed to. For instance, if they supported the team on revising induction materials for new hotel staff, we’d want to know: Did they show initiative? Did they understand the local recruitment challenges we face across the eight hotels? Could they connect learning theory to practice?
This type of feedback is useful not just for us as the People function, but also for the trainee themselves. It can highlight progress that might not be obvious to them. One of our past trainees said she didn’t realise how much she’d grown in confidence until a colleague pointed it out. That sort of thing might not show up in test scores, but it matters.
It also helps us spot whether the placement is having any positive effect on the wider team. If team members feel supported by the trainee or have learned from working with them, that’s a ripple effect worth noting.
2. Reflective Learning Journal
The second method I’d use is a learning journal. This would be a space for the trainee to capture weekly reflections, noting what tasks they’ve done, challenges they faced, what surprised them, and what they think they’ve learned.
I’ve found this particularly useful in our hotel settings where things move quickly. There’s rarely time to sit and debrief after every task. A written log allows the trainee to slow down and think. If, for instance, they observed a grievance hearing, their reflection might include thoughts about fairness, body language, or the impact of hotel shift patterns on the case. These reflections offer a window into how they’re making sense of the role.
We can use the journal as a basis for fortnightly review conversations. It gives structure to those chats and helps spot learning themes over time. Plus, it allows us to link development to future action. If a trainee struggles with understanding reward structures in our resort hotels, that’s something we can build into the rest of their rotation.
In the longer term, both the journal and feedback combined can help evaluate not only what the trainee has learned, but whether that learning is making any difference, to them and to our team.
A few reminders before you write yours:
Always tie your examples back to the case study. Don’t just list theory. Imagine what would really happen in Inter Luxe.
Use a realistic tone . Don’t try to sound like a textbook. The CIPD assessors know the difference.
When talking about impact, don’t be vague. Think of who is affected and how .
Let your voice come through, professionally, but naturally.
And, if you’re not sure whether your example is specific enough, ask yourself: Could this apply anywhere? Or does it clearly relate to Inter Luxe?
FAQs 1. What is Task Five in the 3CO04 Essentials of People Practice unit about?
2. Do I need to reference models or theories in my response?
3. Can I use personal work experience in my answer?
4. How long should my response to Task Five be?
5. What’s the best way to approach the learning needs part?
