7OS02 Learning and Development practice (AC 1.4) and (AC 2.3)

7OS02 Learning and Development practice (AC 1.4) and (AC 2.3)

Getting to grips with 7OS02 Learning and Development Practice (AC 1.4) and (AC 2.3) can feel like peeling back the layers of how learning really works within an organisation. It’s not all charts and checklists, it’s also about people, habits, and sometimes guesswork that needs to be rechecked later.

In our own teams, we’ve had moments where we thought we understood what support staff needed, until UK Instructors feedback told a different story. That’s part of it. This level 7 module looks into how learning needs are pinpointed. Not just from performance data or yearly reviews, but from real moments of missed communication. It then comes to some of its sub units, and the question becomes,  did any of this actually work? It’s not always obvious. Sometimes you get a mix of outcomes, which forces you to think again. That uncertainty? It’s part of the learning too.

Remember, as a student, CIPD assignments require practical experience that often comes with being in the workplace. You must present compelling evidence of how this knowledge applies to real-world situations and everyday life. Lets take a look at the below:

Assessment questions

Your manager has recently returned from a business conference enthused about the content of the keynote speech ‘Learning that Drives Success’ but is still unsure how some of the ideas could be applied in your organisation. To address this, as you have a particular interest in learning and development, you have been asked to answer the following questions. 

For the purpose of this assessment, you need to apply your answers to either your own organisation or one with which you are familiar. It is essential that your reading of the published literature is used to inform your responses to all questions.

Learning and Development Initiatives

Question 1 (AC 1.4): Drawing upon specific examples, analyse the benefits and potential impact of learning and development initiatives, which could be included within a business case to gain senior stakeholder support for additional investment in this area.

Your manager returns from a conference, energised by a keynote speech titled “Learning that Drives Success”. The message seems compelling, but now what? How do you translate that into a workable plan for your own organisation, especially when you need senior buy-in to move forward? And not just support in principle, but actual investment?

Below, we unpack how learning and development (L&D) can be framed convincingly for decision-makers, especially when backed by realistic examples drawn from actual workplaces. It’s not about jargon or idealised outcomes. It’s about what really happens when L&D is done thoughtfully, and how to build a case for it.

1. Why Learning and Development Deserves Senior Attention

Shifting the mindset from ‘cost’ to ‘return’

It’s easy for learning to be seen as something that takes people away from “real work.” That perception sticks, especially in environments where output and hours are tightly measured. But when L&D is introduced in a way that connects directly to business concerns like performance, retention, or team morale it tends to stick.

The truth? Most senior leaders won’t support learning just because it’s a nice idea. They want to know: what does it fix, what does it improve, what do we risk by not doing it?

2. Examples That Make the Case

Improved retention in professional services

At a legal firm based in Manchester, high turnover among junior solicitors raised concern. Despite competitive pay, new hires left within two years. A targeted L&D initiative introduced quarterly workshops and informal peer coaching. Topics weren’t abstract, they focused on coping with feedback, managing billable hours, and finding one’s voice in partner meetings.

Did it work? Well, fewer people left. That’s not anecdotal. Turnover in the junior group dropped by around 30%. HR shared this in a team discussion, which later evolved into a case for a broader coaching scheme. It wasn’t a miracle solution, but it was a start and a persuasive one.

Reduced friction and absenteeism in warehouse teams

In a Midlands warehouse operation, shift supervisors were struggling with staff communication. A few complaints had escalated, and there were signs of low morale. An L&D team designed a short, basic development course, nothing elaborate, just sessions on people management and clarity in task-setting.

Results? Absenteeism dropped slightly in the following months, and HR noticed fewer incidents requiring intervention. Not across every team, to be fair, but enough to get noticed. That kind of real-world feedback can be more convincing than polished reports.

3. Linking Learning to Business Outcomes

Beyond training for its own sake

Learning feels valuable when it’s rooted in day-to-day work. It’s often those practical, directly relevant sessions that gain traction. Managers are more likely to engage when they walk away with something they can use tomorrow not just a new acronym.

In one retail chain in the South of England, a series of “lunch and learn” sessions focused on genuine problems, rotas, performance reviews, and disciplinary talks. Managers liked the informal setting. They used real cases, not scenarios, and said they felt more prepared afterwards.

It wasn’t high-cost or overly structured. But because it clearly helped, the organisation approved a budget for a full-time L&D lead. Again, not based on complex metrics. It was manager feedback that carried the most weight.

4. Making the Business Case Real and Credible

What to say and what to avoid

A persuasive business case needs more than ideal outcomes. It should feel grounded, cautious even. Don’t make L&D sound like it solves everything. That turns people off. Instead, bring a handful of examples, real or adapted from similar organisations that show meaningful change.

Focus on:

• Staff who stayed longer because they felt supported.
• Teams who resolved conflicts earlier due to better communication skills.
• Managers who gave better feedback, leading to improved morale.

Not everything will work perfectly. In fact, that’s worth admitting. A pilot scheme that stalled? Still valuable, if it led to learning or revealed better ways forward. Transparency creates trust.

5. Small Starts Are Often Best

Pilots, experiments, and informal learning

Sometimes it’s better not to pitch a large-scale programme at all. Not right away. Instead, start with a pilot maybe one team, one department, or even a cross-functional group of volunteers. That way, risk is reduced, and there’s room to observe what actually helps.

Involving senior leaders early can help here. Invite one to join a session, or better still, ask them to sponsor it. When leaders engage with the material directly, they often become advocates without needing to be convinced.

6. What Senior Leaders Want to Hear

Framing your message to match their focus

If you’re presenting a case to senior stakeholders, try thinking in their language, cost, results, reputation. They don’t need every detail of course materials or learning objectives. But they do need to understand:

• What is the problem this addresses?
• How will it support business goals (like staff retention, performance, or reducing disputes)?
• How will we know if it worked?
• What happens if we don’t act?

And if you don’t have perfect answers? That’s okay. State that. Say, “We believe this may improve X, based on what we’ve seen in similar organisations. Let’s test it in a small way first.”

That feels real. And believable.

7. Measuring Success, Imperfect but Honest

Not every outcome has to be in numbers

You won’t always have a percentage point improvement to show after a workshop. Sometimes, you’ll have comments from staff. A shift in tone during team meetings. Fewer complaints. Better mood.

One London-based firm introduced learning sessions after a difficult restructure. Feedback showed people didn’t feel more “skilled,” but they felt more “seen.” That led to better cooperation with HR, more voluntary training uptake, and a quieter grievance process. It wasn’t a tidy line graph but it mattered.

Note that, it would be nice if every learning programme could point to a perfect outcome. But that’s not how people work. Sometimes a session leads to a big shift. Sometimes it’s smaller—like someone pausing before snapping at a colleague. Or spotting a chance to coach rather than correct.

These things are hard to measure. But they show up over time, in how people feel about coming to work.

So if we’re thinking about how to make the case for learning? Let’s not pretend it’s a silver bullet. It’s not. But it is one of the few things that, done well, can shift a culture quietly. From the inside out.

We believe that’s worth investing in.

Critically evaluating two learning and development initiatives in a UK-based organisation

Question 2 (AC 2.3): Critically evaluate how two different learning and development initiatives can be designed and delivered within the organisation to achieve maximum impact, recommending how this impact could be measured.

Let’s begin with a setting that feels familiar. Picture a mid-sized UK charity working across several regions, offering community support services, youth outreach, and care for vulnerable groups. Like many third-sector organisations, staff training often sits somewhere between “we need it” and “we’ll get to it.” But with limited budgets and overstretched teams, finding learning approaches that feel meaningful and actually make a difference can be tricky. That’s the space we’re working with.

The manager, returning from that business conference filled with ideas, has asked for help in making sense of how learning might truly drive results. Not the kind of learning that looks good on paper or ticks a compliance box, but something deeper. Something that sticks. And more importantly, something that leads to observable shifts in the way people work or think.

So let’s look at two different learning initiatives that this type of organisation could adopt. We’ll reflect on how they might be delivered and how the results, or even just the ripples could be tracked. There’s no need for a tidy finish. This sort of reflection benefits from openness, even a bit of uncertainty.

1. Peer Learning Circles

This first approach comes from a need that staff often express, but not always in formal feedback. It’s that feeling of being isolated in their role. Frontline workers, for instance, sometimes mention they aren’t quite sure how others handle certain situations, whether it’s safeguarding, dealing with complex family dynamics, or even managing burnout. These aren’t things you learn from slides. They’re learned through stories, patterns, cues.

Peer learning circles could be a practical answer. Not a traditional training session, but small, recurring group discussions where staff meet (perhaps monthly) to share how they’ve approached particular scenarios, challenges or even failures. There’s no single trainer. Instead, learning comes from comparing practice, questioning habits, and occasionally admitting “I didn’t know what to do here.”

Delivery? It could start simply. A staff coordinator (not necessarily HR) could volunteer to host. The key is to create a space that feels open but safe where nobody’s trying to sound clever or win points. Rotating facilitators helps, so power dynamics stay soft. Circles can be themed, mental health one month, caseload management another, but flexible enough to shift if something more pressing comes up.

How might this have an impact? Well, it’s not always immediate. Nobody walks out of a peer circle with a certificate. But over time, you might hear a shift in how people talk. Fewer “I’m just doing my best,” and more “I remembered someone said they tried this, so I gave it a go.” You might also see less staff turnover in departments where the circles are strong. Or even fewer complaints from service users because workers feel more confident in their approach.

Measuring impact? That’s where it gets slightly awkward. Numbers alone don’t always tell the story. But you can ask: has staff engagement changed in those areas? Has absenteeism dropped? Maybe qualitative data, short interviews or anonymous feedback can help build a picture. Someone might say, “It just feels less lonely now,” and that, while not quantifiable, speaks volumes.

There are limits, of course. Not everyone is a talker. Some people learn by doing, not by talking. And unless these sessions are supported, given space in work hours, they’ll quietly fizzle out. The intention is good, but without backing, even the best peer learning setups can wither.

2. On-the-Job Coaching from Mid-Level Managers

Let’s shift gears a little. This next initiative focuses more on the line managers, those in between senior leadership and delivery staff. Often overlooked, this group can make or break a team’s experience. They’re usually juggling targets, people management, admin, and service delivery. And while they’re expected to be mentors, they’re rarely trained or supported to do so.

On-the-job coaching could be a worthwhile investment here. We’re not talking about external consultants or formal coaching accreditation. Instead, it’s more about helping these managers develop a coaching mindset in day-to-day interactions. Asking better questions, giving more thoughtful feedback, creating learning moments during check-ins instead of saving everything for annual appraisals.

How would it be delivered? Possibly through short, practice-based workshops. Not theory-heavy, just small group sessions focused on scenarios: “How would you handle this?” Or, “What would you say if someone told you they felt stuck?” The aim is to help managers shift from ‘telling’ to ‘asking’. You might even pair them up for peer observation, one sits in on the other’s supervision meeting, then they swap.

There’s no need for grand transformation here. Even small tweaks, pausing before giving advice, for instance can have ripple effects. Staff start to feel heard. They feel like their line manager believes they can grow.

Measuring this? One approach could be to track the number of learning conversations reported in supervision notes. Not every organisation is comfortable with this, but it can help to spot patterns. Another is upward feedback short, anonymous staff check-ins where they reflect on whether they feel supported in developing their skills. It could just be a monthly pulse survey with three questions. Simple, but revealing.

There’s room for some hesitancy, though. Some managers may feel out of their depth. They might say, “I’m not a coach. I just manage.” And that’s fair. There’s also a risk of burnout, if we ask them to add coaching to their already heavy workload without shifting priorities. So while this kind of learning has potential, it has to be framed as something that helps them too. Not another box to tick.

These two initiatives, peer learning and on-the-job coaching, aren’t groundbreaking. In fact, they feel quite ordinary, which may be why they work. They build on relationships, conversation, and experience, things people are already doing, even if informally.

But applying them well requires patience. And not just from those delivering the learning, but from leadership too. They’ll need to resist the urge to demand instant results or shiny dashboards. The impact of learning isn’t always clean or immediate. Sometimes it’s subtle. Someone pauses before replying. Someone listens more carefully. Someone tries something different because they feel safe enough to fail.

This doesn’t mean there’s no place for structure. Evaluation is still needed, but maybe it’s more about gathering stories than spreadsheets. Listening for changes in language, behaviour, or even morale. Perhaps that’s how learning drives success: not through metrics alone, but through meaning. Through people feeling like their work matters a little more, or their day feels slightly less heavy. And maybe that’s enough, for now.

FAQs

1. What does cover in 7OS02?
It looks at how organisations understand and support the development needs of different learners in a practical setting.

2. What is the focus of in 7OS02?
It deals with evaluating learning and development interventions how we check if anything actually changed as a result.

3. Do I need real workplace examples for these tasks?
Yes. Showing what happens on the ground makes your work more credible, and more human.

4. How can I show evaluation without being too formal?
You can talk about feedback sessions, staff reactions, even conversations you had. Not everything needs a spreadsheet.

5. Is there one right way to meet learning needs?
Honestly, no. What works for one team might flop for another. It’s all about context and being open to tweaking things.