CIPD 5LD02 Assignment Help: Design Learning and Development Programmes Guide
Last updated: November 2026 · Reviewed by the HND Assignment Help tutoring team
Quick answer
CIPD 5LD02 Design learning and development programmes to create value is a 6-credit pathway unit in the CIPD Level 5 Associate Diploma in Organisational Learning and Development. You explain how L&D supports goals, identify needs and set objectives, cover legal, financial, inclusive and evaluation factors, and then design your own programme with delivery methods, engagement techniques and impact measures. Most effort should go into a clear, justified design.
CIPD 5LD02 at a glance
| Item | Detail |
|---|---|
| Awarding body | CIPD (Chartered Institute of Personnel and Development) |
| Qualification | CIPD Level 5 Associate Diploma in Organisational Learning and Development (pathway unit) |
| Unit | 5LD02 Design learning and development programmes to create value |
| Level and size | RQF Level 5, 6 credits, 60 hours total unit time, 25 guided learning hours |
| Learning outcomes | LO1 how L&D supports organisational and individual goals; LO2 factors to consider when designing L&D programmes; LO3 designing engaging programmes underpinned by learning theory |
| Assessment criteria | 1.1 to 1.4, 2.1 to 2.3 and 3.1 to 3.3 (10 in total) |
| Grading | Pass or Fail; all assessment criteria must be met |
Your centre issues the CIPD assessment brief with the task format and word count. Check your brief, because the design in 3.3 may need to be presented as an appendix, a table or a separate document.
How to approach each section
LO1: Goals, stakeholders, needs and objectives (1.1 to 1.4)
For 1.1, show different ways L&D supports organisational goals, such as closing skills gaps, supporting change and improving retention. For 1.2, name the key stakeholders (senior leaders, line managers, learners, finance) and how to win their commitment. For 1.3, explain needs analysis methods at team and individual level, such as performance data, skills audits, interviews and observation, plus principles like confidentiality and validity. For 1.4, explain why objectives must be clear and agreed and how to write them.
| Weak objective | Better objective |
|---|---|
| Improve customer service | By the end of the session, advisers can resolve a billing complaint using the four-step process |
| Understand the new system | Learners can raise, track and close a ticket in the system without help within two weeks |
| Be better managers | New managers can hold a structured one-to-one using the agreed template by month two |
LO2: Design factors (2.1 to 2.3)
For 2.1, cover legal factors (data protection, equality law, health and safety), logistical factors (sites, shifts, time zones, rooms, technology) and financial factors (budget, cost per learner, opportunity cost of time away from work). For 2.2, show how to build in inclusivity and accessibility from the start: accessible materials, captions, flexible timing, reasonable adjustments and different learner contexts. For 2.3, explain why impact measurement must be planned at design stage and compare an evaluation model such as Kirkpatrick, Brinkerhoff or LTEM.
Worked method example (not an answer): An invented retailer plans training for 80 store supervisors. Delivery costs 6,000 pounds and each supervisor spends 6 hours away from the shop floor at a cost of 15 pounds an hour, so time cost is 80 x 6 x 15 = 7,200 pounds. Total cost is 13,200 pounds, or 165 pounds per learner. If the design aims to cut stock errors that currently cost 30,000 pounds a year by 20 percent, the expected saving is 6,000 pounds a year. Showing a calculation like this helps you justify the design and choose sensible impact measures.
LO3: Learning science, methods and your design (3.1 to 3.3)
For 3.1, assess how learning psychology and neuroscience shape design, for example spacing, retrieval practice, cognitive load and motivation, and be critical of popular myths. For 3.2, compare delivery methods (workshops, e-learning, coaching, on-the-job learning, social learning) and show how blending and spacing them builds an effective journey. For 3.3, present your own programme.
| Design element | What to include |
|---|---|
| Learning need and objectives | Evidence of the gap and three to five clear objectives |
| Audience and context | Who, how many, where, constraints |
| Delivery methods | At least two methods, sequenced and spaced |
| Engagement techniques | Learner choice, stories, practice, co-design |
| Impact measures | What you will measure, when and how, linked to your evaluation model |
Common mistake: jumping straight to a training course without evidence of need or clear objectives. The design in 3.3 should flow from the needs analysis in 1.3 and the objectives in 1.4, and every activity should map to an objective.
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How assessors judge CIPD 5LD02
| What assessors look for | Weaker work | Stronger work |
|---|---|---|
| Link to goals | L&D described in isolation | Clear link to business and individual goals |
| Needs and objectives | Assumed need, vague aims | Evidenced need, specific agreed objectives |
| Design factors | One factor mentioned | Legal, logistical, financial and inclusive factors covered |
| Learning science | Repeats learning styles myths | Uses evidence-informed principles critically |
| Programme design | A list of sessions | Blended, spaced design with engagement and impact measures |
Pre-submission checklist
- All 10 criteria labelled
- At least three ways L&D supports goals
- Stakeholders named with commitment tactics
- Needs analysis methods explained with principles
- Objectives written clearly and agreed
- Legal, logistical and financial factors covered
- Inclusivity and accessibility built into design
- Evaluation model chosen and justified
- Learning science applied critically
- Programme design includes methods, engagement and impact
- References current and consistent
Working on your 5LD02 assessment?
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CIPD 5LD02 answer hints and sample structure
There is no 5LD02 answer to copy, because the programme must fit your own organisation and learners. Use this outline and adjust it to the word count in your brief.
| Section | Criteria | Suggested share |
|---|---|---|
| Introduction and context | Sets the scene | 5% |
| L&D, goals, stakeholders, needs and objectives | 1.1 to 1.4 | 30% |
| Design factors and impact measurement | 2.1 to 2.3 | 25% |
| Learning science and delivery methods | 3.1 to 3.2 | 15% |
| Your programme design | 3.3 | 25% |
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Frequently asked questions
What is CIPD 5LD02?
CIPD 5LD02 Design learning and development programmes to create value is a 6-credit pathway unit in the CIPD Level 5 Associate Diploma in Organisational Learning and Development. It covers how L&D supports goals, design factors such as inclusivity and impact measurement, learning science, and designing your own programme.
How many assessment criteria are in 5LD02?
The CIPD specification lists 10 assessment criteria across three learning outcomes: 1.1 to 1.4, 2.1 to 2.3 and 3.1 to 3.3. All criteria must be met to pass.
What does criterion 3.3 ask for?
Criterion 3.3 asks you to design a learning and development programme that addresses identified objectives and includes different delivery methods, engagement techniques and impact measurement activities. It is a practical design task, so show your programme clearly, for example in a table.
Which evaluation models can I use for 5LD02?
The CIPD indicative content mentions models such as Kirkpatrick, Brinkerhoff and LTEM for evaluation and impact. Pick one, explain why it suits your programme and build its measures into the design stage.
Is the CIPD Level 5 L&D diploma graded?
The CIPD specification states the qualification is not graded: learners receive Pass or Fail, and all assessment criteria must be met to pass. Check your centre brief for any additional feedback descriptors.
How is 5LD02 different from 5OS02?
5LD02 is about designing whole L&D programmes to meet objectives. 5OS02 Advances in digital learning and development focuses on digital learning technologies and their use. The two can overlap on delivery methods, but the assessment focus is different.
Can a tutor help me with 5LD02?
Yes. A tutor can explain each criterion, help you turn a learning need into clear objectives and review your programme design for gaps. The design and writing remain your own.