Legislative factors such as mandatory audit rotation and workplace ethics laws influence the design of learning and development activities by requiring compliance with directives and adherence to rules and regulations. Organizational factors like top management commitment and involvement of line managers also impact design through their provision of resources, skills development, and encouragement of learning. Important learner information to obtain includes their objectives, preferred teaching methods, and communication abilities to ensure effective learning.

1. Activity 1
AC1.1
Legislative factors
The scrutiny that organizations such as the professional services firms are under from
companies, investors, politicians, regulators and other stakeholders is high. It has also grown in
intensity since the financial crisis. This has led the relevant authoritative bodies to put in place
various regulatory changes. Legislative factors can be regulative or directive. The UK
government introduced the mandatory audit rotation which influenced many organizations
including Deloitte firm. The mandatory audit rotation required the listed firms to put up their
audit out of tender every decade. The firms were also required changing the auditor at least every
two decades. This implies that an organization must comply with that directive, hence
influencing its design of learning and development activities. moreover. Moreover, the learning
and development activities are subject to the laws of the land. Therefore, they should adhere to
the principles of workplace ethics. Employees should learn what is right and create a positive
impact in an organization. The legislative factors influence the design of learning and
development practices by ensuring that rules and regulation associated with firms are adhered to.
Organizational factors
The major two organizational factors influencing the design of learning and development
activities include the top management commitment and line managers' involvement. Line
managers' roles have gradually evolved over the past few years. Line managers are involved in
the management of people and delegation of learning and development functions. For example,
line managers in an organization are responsible for teaching and development activities, as well

2. as managing the organization's consultant personnel. The organization focused on increasing the
training provided to line managers so that they can be equipped with sufficient and effective
skills that are critical for decision-making regarding the HRD function. In any firm line
management is regarded as one of the major movers that play a vital role in encouraging their
subordinates to develop themselves in a continuous manner. Therefore, it suffices to say that
support and encouragement from line managers will lead to an increase of informed employee
commitment to implement learning and development initiatives. Organizations are, therefore,
required to invest a lot to ensure that line managers are equipped with sufficient and effective
skills. Another organizational factor is the top management commitment. When it comes to the
activity of executing new initiatives, the top management body is perceived as the key critical
factor that facilitates and enhances the success of these initiatives. The commitment of the top
management body is associated with its efforts in giving authority, direction, as well as the
resources for the execution of learning and development initiatives.
AC 1.2:
The two identified adult learning principles include andragogy and pedagogy. Andragogy
is the style of learning that was introduced by Malcolm Knowles. This style was driven by six
princes of why adults engage in learning activities. Therefore, it is worth saying that andragogy
is a problem centered principle. Learners should know the reasons making them invest in
learning. The trainers should also define this in learning activities. They should try pre-course
reading and balance directive and non-directive approaches. Pedagogy on the other side is
concerned with the best ways or methods to teach. Thus, trainers should establish effective
teaching methods that are suitable for adult learners. For instance, trainers must structure a

3. suitable teaching schedule that suits adult learners because they understand that adults have
many tasks to work undertake.
AC 1.3
Important information that one needs to know about learners to design relevant L&D
activities includes the following: first, it is important to know why the learners want to learn,
their objectives and what they want expect at the end of their training activity. Secondly, it is
important to know the learners' preferred teaching methods, as well as the learning
communication. It is also important to know the learners' communication abilities to ensure that
effective communication is put in place during the learning activity.
AC2.1.
To convert this information into clearly stated objectives for L&D activities, the
following examples can be used; to enhance effective flow of knowledge from the trainer to the
learners; to ensure that learners are taught at their convenient time; to ensure that learners are
equipped with effective skills that demonstrate a positive change at the end of the training
process.
A3.1:
The four different training methods include e-learning which is suitable when trainees and
trainers are in remote locations. It allows learners to learn at their own speed and reducing the
boredom of the class environments are learners can conduct their trainings in places and time of
their own preferences. The second method is the lecture method which is suitable when learners
and trainers are confined in a specific physical environment. It is also suitable when the trainers
want to create a general understanding of the topic. They are suitable for simulating strategic
decision-making situations. The third method is Couching Method that entails a one-on-one
provision of supervision and training in boosting the learner’s performance in particular area. It
focuses on empowering learners that have lower performances and motivating the ones with
adequate performances. The third method is the case study. Case studies are most often used
to simulate strategic decision-making situations, rather than the day-to-day decisions

4. that occur in the in-basket. The trainee is first presented with a history of the situation in
which a real or imaginary organization finds itself. The key elements and problems, as
perceived by the organization's key decision makers, may also be provided. Case
studies range from a few pages in length to more than a hundred. Trainees are asked to
respond to a set of questions or objectives. Responses are typically, though not always,
in written form. Longer cases require extensive analysis and assessment of the
information for its relevance to the decisions being made. Some require the trainee to
gather information beyond what was in the case. Once individuals have arrived at their
solutions, they discuss the diagnoses and solutions that have been generated in small
groups, large groups, or both. In large groups a trainer should facilitate and direct the
discussion. The trainer must guide the trainees in examining the possible alternatives
and consequences without actually stating what they are.
Written and oral responses to the case are evaluated by the trainer. The trainer should
convey that there is no single right or wrong solution to the case, but many possible
solutions depending on the assumptions and interpretations made by the trainees. The
value of the case approach is the trainees' application of known concepts and principles
and the discovery of new ones. The solutions are not as important as the
appropriateness with which principles are applied and the logic with which solutions are
developed.