Level 3 Learning and Development - Month 3

Module 1: Understanding the Role of 

Learning and Development in the 

Workplace and Identifying Learning Needs 

Month 3 - Theme 2 

Level 3 

Learning and Development 

Practitioner 

Apprenticeship Standard

CONTENT 

Safe and accessible adult learning in 

the 21st Century 

03 

04 

Introduction to the Module 

Reviewing learning from Month 2 

Welcome to Month 3 of your Learning & Development Practitioner Apprenticeship Magazine where 

this month we look at the concept of adult learning, the models behind it and how this impacts our 

approach to learning design. 

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Exploring what is adult learning theory and 

its underpinning modules 

We will also look at how the different channels can support effective and inclusive learning in the 

21st Century. 

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12 

14 

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The impact of learning theory on our 

approach to desining learning 

How group dynamics impact learning 

How learning channels and platforms 

contribute to effective learning 

Accessibility and inclusion in learning 

Tasks to complete 

Scan the QR Code to read 

through this magazine on your 

mobile or tablet device. 

Understanding how adults learn and today’s working environment are vital to our ability to maximise 

an employee’s learning potential. 

This month you will learn about: 

• How adults learn and how this learning theory and group dynamics directly impact our approach 

to designing learning interventions 

• The different channels supporting learning 

• The importance of accessibility to learning and inclusion as guardians of the L& D Profession 

These subjects are the foundation to your practice and are important to remain conscious of 

throughout your career as a L&D Professional. 

Icon Key 

To support you in understanding all the elements of 

the programme, everything has an icon to denote 

what kind of activity it is: 

Taught Content to 

Learn/Information 

Questions 

Tips 

Research 

All rights reserved copyright©2021 Remit Group

What we need to know about adult 

learning 

Learning is the acquisition of knowledge, skills and behaviours and the process of acquiring new 

understanding through experience or in a tutoring environment. 

Why is learning so important? 

Learning is a process that leads to a change in either knowledge skills or behaviours. As a result 

of new experiences or reflection on previous experiences, it increases the potential for improved 

performance and, importantly, greater future learning potential. 

Individual Learning Theory 

There are a number of theories 

of individual learning, such as 

behaviourism which through 

observational experiments, believed 

learning occurred via a stimulus/ 

response event, or punishment 

and reward. Alternatively, cognitive 

theorists saw the brain as processing 

information and learning was an 

outcome of that activity. 

Did you know - Each time 

we learn something new 

the brain makes new 

connections and neurons 

and develops existing 

neural pathways. The more 

you learn the more your 

brain will change and the 

more durable it becomes. 

Learning in Adults 

In 1968 Malcolm Knowles developed the Adult Learning Theory (or andragogy). The concept of how 

adults learn differs to how children learn and is important when considering developing learning in 

the workplace. 

Reviewing Last Month’s Learning 

So, let’s check some of your learning from last month: 

• What are the four quadrants of the Personal Development Cycle? 

• What’s the difference between a PDP and a person’s CPD? 

• What are the benefits of CPD? 

• What are the four phases of the Training Cycle? 

• How do organisational level learning needs differ from job/occupational level learning needs? 

• What are some of the benefits of undertaking a LNA exercise? 

• What are the challenges of LNA? 

• Name five ways you can gather information as part of the LNA? 

Capture the answer to these questions in your Learner Journal; where you are not sure, research 

the content from your Month 2 Magazine and the self-study work that you have done. Make a note 

of the elements you omitted. 

At its core, there are 5 key assumptions about how adults perceive learning and their learning 

preferences: 

1. Self-Concept – as we mature, we become more independent and how we prefer to learn 

moves from being instructor led to a more independent, self-directed approach 

2. Adult Learner Experience – we already have acquired experience and knowledge which we 

can draw upon when learning 

3. Readiness to Learn – we are more likely to want to and be ready to learn when there is a 

clear purpose to or benefit from that learning 

4. Orientation of Learning – As adults we want what we learn to be useful and immediately 

applicable, as opposed to generic or conceptual 

5. Motivation to Learn – As adults we want to learn for our own reasons; the motivation is from 

us, rather than others 

All rights reserved copyright©2021 Remit Group 


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Knowles believed that there were 4 principles in adult learning that came out of those five 

assumptions. 

1. Adults need to be involved in what they learn and how they learn 

2. Adults learn more from experience and applying past experience, so that it gives them greater 

context to their learning 

3. Pragmatic learning, such as problem solving, is a more impactful way for adults to learn, rather 

than memorising facts 

4. Adults are more interested in learning things that have an immediate relevance to their world 

There are 4 main cognitive learning styles, 

sometimes called the VARK Learning Styles as 

researched by Neil D Fleming and Coleen E Mills in 

1992 study.: 

• Visual – seeing and visualising 

• Auditory – listening and speaking 

• Reading/Writing – preference for written word 

• Kinaesthetic – touching and doing 

Questions for you: 

1. What does this mean for learning at work? 

2. What are the steps you would take 

when designing and running a learning 

intervention to take these 4 assumptions 

into consideration? 

Capture your thoughts in your Learner Journal. 

Auditory Visual Kinesthetic 

Auditory learners make up 

30% of the population. 

If you’re an auditory learner 

information comes in best 

through your ears, from 

speeches, presentations 

or audio books. You have a 

knack for foreign languages 

and benefit from study 

groups. 

Visual learners 

make up 65% of the 

population. 

They tend to be neat 

and tidy, excellent 

spellers and quick to 

read charts. Visual 

learners also tend to 

be the fastest talkers. 

Kinesthetic make up just 5% 

of the population. 

They are primarily male and 

love anything hands-on. 

These learners are often 

skilled athletes or musicians 

and are drawn to construction 

projects, science experiments 

and field trips. 

Learning Styles - 

The Theory Behind the Practice 

Whilst learning theory tries to understand the principles behind how adults learn, it is also important 

to understand the differing learning styles that individuals may have. 

Everyone processes and acquires knowledge and new information in different ways. Over the 

years, there has been a significant amount of research on this topic; developments in this field 

continues to shape thinking and practice. 


1. Which style do you think you are? It may be 

that you are a combination of two. 

2. Why do you think it might be important 

to know your learners’ preferences when 

working with them? 

3. How could you ensure you maintain the 

attention of all your learners while working 

with them in a virtual setting? 

Capture your thoughts in your Learner Journal. 

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The Learning Cycle and its implications 

for designing development 

Another important model was David Kolb’s Experiential Learning Cycle published in 1984. Kolb 

determined that there were 4 stages in experiential learning: 

If you think about a programme you’ve been on, you’re very likely to be able to pick out these 

practices. 

The work of Honey and Mumford was inspired by Kolb; you can see how Kolb’s model is expanded 

to show how their 4 styles develop out of Kolb’s model. Honey and Mumford focuses primarily on 

having an understanding of how you learn and to increase performance and achieve goals, this 

understanding is crucial. 

• Concrete experience 

• Reflective observation 

• Abstract conceptualisation 

• Active experimentation 

He proposed that most effective learning took place when learners moved around the full cycle, 

engaging in each element, although sometimes we might enter the cycle at different points. He 

also believed that we continuously move around the cycle as we continue to learn; it is not a single 

event. 

Kolb’s model continues to have implications for how we create learning interventions and how we 

engage with the learner. 

For instance, it is common practice as L&D designers to: 

• Bring to life and explore learners’ experiences, either when learning or from past experience 

• Encourage learners to reflect on their experiences to draw further learning 

• Bring in new ideas or concepts to explore how things can be done differently, to expand thinking 

• Provide a safe place where learners can practice applying new skills or approaches 

Further Research: 

You can access the Honey and 

Mumford here. 

Please complete the questionnaire 

for yourself and be prepared to 

review your findings. 

This document will be particularly 

useful in the analysis of your 

learning style result as it goes into 

further detail about each quadrant 

of the model. 



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1. Which learning style did you 

come out as? 

2. Reflecting on how you learn, 

how does this resonate with 

you? 

3. How will having an 

understanding of your learning 

style help you in your role as 

a Learning & Development 

Practitioner? 

Capture your findings and reflections 

in your Learner Journal. 

As with all theories, these are being 

challenged as thinking and research 

continues into such emerging fields 

as neuroscience, but the concept 

that engaging learners in a variety of 

approaches remains a relevant and 

important foundation. 

This has a significant impact when 

it comes to designing interventions 

because is it critical that we both 

engage the learner, provide strong 

learning content and maximise the 

opportunity to ensure a transfer of 

learning into the workplace. 

Workplace Learning 

There is a difference between learning “at” work and learning “in” work, both provide rich and 

diverse ways of ensuring learning. “At” work learning might include structured induction, mandatory 

training and in-house workshops or programmes. “In” work learning can occur through project 

assignments, targeted secondments, coaching or mentoring. 

As a L&D Professional, both approaches provide you with scope to blend learning opportunities to 

drive performance. 

Finally, there is learning “out” of work, where increasing access to learning tools and platforms has 

expanded the horizons of where and when people learn. 

That results in a seismic shift in the scope of the L&D Practitioner and their responsibilities to 

provide safe and relevant development opportunities. 



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Individuals Learning in Groups 

If we know that individuals have particular preferences around how they learn, there is the added 

dimension of when they learn in groups. Despite the move to more e-learning and on-demand 

learning, the practice of having group learning or cohorts of learners is unlikely to go away. 

Learning in groups allows for support, shared reflection and feedback, as well as challenge which 

can expand thinking and therefore learning. Sharing of past learning experiences still sits neatly 

with Knowles’ theories of Adult Learning and Kolb’s assertions around Experiential Learning. 

The issue is that bringing a group of people together, not only offers up having to handle different 

learning styles and preferences, it also provides the L&D Practitioner with the challenge of ensuring 

the newly formed group is an effective space in which to learn. 

In 1965 Bruce Tuckman developed a theory that people come together in teams and go through a 

series of phases before performing to their potential. 

The phases were Forming, Storming, Norming and Performing; these were then followed by 

Adjourning (or Mourning) when they break-up. 

Further Research: Read this article and do further research on how groups behave during 

the 5 stages of their development as a team. 

Imagine you have a new cohort of learners coming together and the design of your course 

means you have group work where the larger group splits into two groups. 

Consider the implications of Tuckman’s theory in the mini-groups and then in the larger group 

when you come back together to work. 

Also look at Patrick Lencioni’s 5 Dysfunctions of a team. 


1. As the L&D Professional leading 

this new cohort of learners, 

what steps might you take at the 

Forming, Storming, Norming and 

Performing stages to maximise their 

effectiveness? 

2. How can you get them to help you 

move them through the stages 

efficiently? 

Capture your findings and reflections in 

your Learner Journal. 

Learners have 

different preferences, 

pace of learning, 

previous experiences 

and approaches to 

development. Whilst 

it is important to try to 

have influence on the 

nomination process 

for learners coming 

together, it is not always 

possible. Sometimes, 

you will have quite 

diverse levels coming 

together which needs 

managing by you. 

Despite this, you are 

responsible for the care 

of all learners and are 

duty-bound to provide 

a safe and productive 

environment and 

experience to maximise 

the learning of all 

participants. 



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Making Learning Inclusive 

Unconscious (or implicit) bias is where prejudices or 

unsupported judgements favour one thing, person, group or 

community over another. 

There are a number of types of bias, but they fall into largely 

three categories: 

1. Confirmatory bias 

2. Affinity bias 

3. Social Comparison bias 

As Practitioners, understanding unconscious bias forms 

an integral part of us safeguarding our learners. It is also 

critical for us to understand and recognise in ourselves and 

our learners, as it may marginalise our ability to hear and 

encourage the equitable sharing information. 

Running training interventions to address unconscious bias 

also frequently falls into our remit. 

Read this article by the BBC which raises questions over the 

impact of running such course. 


1. Where have you seen or 

experienced unconscious bias 

in the workplace? What was its 

impact on performance? 

2. What practical steps can you 

take as a L&D Practitioner to 

eradicate unconscious bias to 

ensure a safe and productive 

learning environment? 

Capture your findings and 

reflections in your Learner 

As the person facilitating the learning environment, be it virtual or physical, it is important that you 

maximise the opportunities to prevent unconscious bias negatively impacting how people are heard 

or handled. 



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Learning in the 21st Century 

We have looked at some of the learning theory which has 

traditionally shaped our approach to learning in order to 

drive performance in the workplace. However, with digital 

transformation and us moving increasingly towards a global 

community, the learning environment is changing, as is the 

work context and the expectations of learners themselves. 

As Practitioners the challenge is to focus on understanding 

the technologies available to us, establishing which are the 

best ways to enable learning and to be able to assess its 

application, with positive effect, in the workplace. 

An organisation will want to provide learning which drives 

performance, engages and motivates its people whilst 

providing maximum return on investment. 

E-Learning 

1. What could the L&D Team do 

to adjust their perception of 

E-learning as a viable learning 

channel? 

2. What could be done to improve 

the experience? 

3. How have you seen E-learning 

work effectively in an 

organisation? 


reflections in your Learner 

One critical point when considering technology and virtual learning as a viable channel is to 

consider the pros and cons in terms of inclusion and accessibility. 

As a positive, it allows people to learn at their own pace, often for free, such as Stanford and 

Harvard Universities free MOOC courses (massive open online courses) and provides equal access 

to learning. 

However, it also presupposes that access to and comfort with technology and connectivity. 

E-learning can relate to on-line programmes where the learner progresses through a series of 

modules at their own pace. Involving a diverse range of inputs, such as videos, podcasts, hyperlinks 

and content, this approach can be useful in terms of learning at the learners’ pace and providing 

flexibility to meet individual lifestyle needs. 

E-learning presupposes a comfort with and accessibility to technology. It also assumes that the 

learner will see equal value in this form of learning, as opposed to that undertaken with a facilitator 

in a wider cohort. 

For instance, an organisation which is a professional body, where its employees are required 

to complete annual 20 hours of learning as part of their CPD, struggled to have take-up of 

their E-learning portfolio of learning tools. Following research into this, it became clear that the 

relationship between its employees and their concept of development differed significantly to the 

views held by the L&D Function. All qualified professionals with a specific age profile, they did not 

see E-learning as a viable or enhancing way to learn; it failed to provide a platform for interaction, 

debate or sharing of knowledge. The largely insular channel was viewed as an exercise, not a 

mechanism for learning. 


Give some thought to the pros and cons of 

E-Learning in terms of equality, flexibility, cost 

and time effectiveness and learning impact. 

Research this area, capture your observations 

and share some examples that you have 

experienced. 



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Virtual Classrooms & Webinars 

Technology has opened up the opportunity to continue to work in cohorts in virtual rooms, allowing 

the same use of group work, break-out rooms, presentations, videos and debate, without needing 

the expense of being in the same part of the world or conference facilities. 

The multiple platforms that allow this are becoming increasingly normalised and people are 

becoming accustomed to the mechanics of this new way of interacting in cohorts and learning sets. 

Webinars, or web-based seminars, can form part of a virtual classroom experience, as they can 

be interactive, but are less dynamic than break-out rooms which allow for greater interactivity. 

Webinars have a broader reach in terms of numbers of participants with a degree of interaction but 

are probably best used as presentation forums for landing messages to wider groups. 

Regardless of the environment, real or virtual, it remains critical to provide a safe and respectful 

learning environment. Here are some tips for safeguarding learning in virtual environments. 


1. As a L&D Practitioner, what 

further steps can you take, 

in addition to these tips, to 

safeguard your learners while 

they learn virtually with you? 



1. How can you remain up to date on 

digital or technical developments 

and channels to aid learning? 

2. How can you learn about what 

works best in different scenarios? 

Capture your findings and reflections 

in your Learner Journal. 

3. 

What are the pros and cons of using Virtual 

Classrooms and Webinars in terms of equality, 

flexibility, cost and time effectiveness and learning 

impact. 

Research this area, capture your observations. 

Share some examples that you have experienced. 

It is important that you are clear, when choosing 

some form of E-Learning the implications and risks 

associated with your proposals and decisions. 

As a practitioner, it is important that you are up to 

speed on developments in technology, not only 

as a user but with a view to understanding how 

our industry is changing to meet the increasing 

demands of our organisations and learners. 



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Learning on the Move 

When looking to encouraging a learning culture, it is important to consider how you can make 

learning accessible, relevant and interesting. 

With Smartphone technology, app-based learning, social media offering learning spaces and 

availability of online discussion forums and learning chat rooms, we have 24/7 access to learning, 

literally, at our fingertips, regardless of location or time zone. We only need to be connected. 

Smartphones & the Rise of App-Based Learning 

Smartphones have moved beyond being a communication device. Today they are viable 

and powerful tools in providing opportunities for streaming entertainment, creating art 

and enabling learning. Putting the learner at the centre of the learning experience, they 

allow for “just in time” learning, putting learning completely in the control of the learner. It 

allows for affordable, flexible self-directed learning which is agile and convenient. 

As a Practitioner, mobile learning (M-learning) allows you to reach large communities 

of learners, and if guided by the organisation, allows employees to work through 

programmes in a way which plays to Knowles’ andragogic principles of adults wanting 

to own how, when and what they learn. Not only does it allow learners to “pull” down 

learning to suit their needs, it also allows us as Practitioners to make use of apps which 

can build programme objectives and outcomes for us. 

The challenges are around using this technology tends 

to centre around a user’s comfort with technology, 

accessibility and infringement on personal, non-working 

time. 

As Practitioners, there is one additional area for thought. 

If you remember in Month 1, we discussed the fact 

that a frequent organisational priority is to support 

learning which directly improves business performance. 

Consequently, traditional L&D activity “pushes” learning 

which meets their organisational agenda. 

Whilst M-learning allows you also to provide a suite of 

development interventions which the learner “pulls” 

down at their convenience, the internet also gives them 

free reign to diverge off into other areas of learning 

which meet their needs, and not necessarily those of the 

organisation. 

Reflective Practice 

Consider the extent to which you 

currently use mobile or app-based 

learning platforms as part of your own 

learning agenda, as both a learner and a 

L&D Practitioner. 

• What drives this level of engagement 

in you personally? 

• What do you find to be the 

advantages and disadvantages to be 

for you? 

• What opportunities exist for you to 

maximise these channels to improve 

your learning potential? 

• As a Practitioner, how does your 

organization engage with M-learning? 

• What are the consequences of this? 

• What steps could you take to 

realistically take to maximise its 

potential for you? 

Capture your findings and reflections in 

your Learner Journal. 

It is therefore not only the age old balance of meeting 

sometime conflicting needs, it is the challenge of no 

longer controlling the learning agenda but opening it up 

for the learner to decide. 

In the spirit of creating a learning culture, the L&D 

Practitioner needs to trust, enable and release the 

learners to learn. 



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Virtual Learning Communities 

Another product of early 21st Century learning is the rise of the virtual learning community. Much 

like M-learning, this way of learning expands the opportunity for sharing learning and increasing 

accessibility, it provides all of the same advantages and disadvantage as M-learning but can also be 

a more interactive and targeted way of expanding learning. 

Discussion forum and subject feeds, such as those found on platforms such as LinkedIn or Twitter, 

reach large communities, and if well facilitated, can be a rich source of information. 

Again, learners have free will to choose where in what and when they want to engage in learning. 

Discussion boards and “learning chat rooms” can be an internally driven learning experience and 

can support cohorts of learners. Owning this approach, as a L&D Practitioner, can be time intensive 

but have broad and meaningful reach. 

(VIDEO LINK) 

Watch this video 

about use of online 

Discussion Boards 

in the education 

system; the concepts 

are immediately 

transferable to the 

workplace. 

So, you have completed Month 3; congratulations! 


1. Accepting that managing 

Discussion Boards can be 

resource intensive, how might 

you be able to justify the 

investment? 

2. When would you not use them 

in the Workplace? 


reflections in your Learner Journal 

We will be moving into design and delivery soon and we will be using all of the work we have done 

to date. So, be sure to be up to date and talk with your Development Coach or Manager on any 

areas where you are unsure. 



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Over to You - 

Your Tasks to Complete This Month 

• Discuss your learnings so far with your Development Coach, seeking clarification as 

necessary. 

• You need to see your Workplace Manager or Mentor for two separate sessions this 

month 

1. Mentoring Discussion – Reflect on and explore “How different delivery channels 

available might enhance the Learning Experience within the organisation”. 

2. Coaching Conversation - The specific topic is “How can we ensure learning is 

equitable, inclusive and accessible for all our employees?”. 

Month 3 – Your Work Based Activity. 

• Produce and present a 10 slide presentation to your Manager or Mentor on the 

following: 

1. “How do the Learning Channels and approaches used within your organisation currently 

support effective learning to meet our needs?” 

• Complete your Learning Journal for Month 3, capturing key learnings and reflections 

arising from this month’s activities and interactions and collaborations with others 

Remember it is critical you capture all your learnings and reflections as you progress. Your 

End Point Assessment (EPA) is based upon the quality of your Learner Journal. 

Useful Resources 

• Unconscious Bias - University of 

Edinburgh 

• Types of Unconscious bias - EW Group 

• The elusive inclusive workplace - 

McKinsey & Co 

• 6 Effective Learning Styles your Business 

Should Adopt 



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www.remit.co.uk 

0115 975 9550

Level 3 Learning and Development - Month 3

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