Nationanal Occupational Standards Learning and Development

Lifelong Learning UK
National
Occupational Standards
for
Learning and Development
Final version approved March 2010
Contents
1. Introduction ....................................................................................................... 3
2. Who are the National Occupational Standards for?....................................... 3
3. What do the Learning and Development National Occupational Standards
cover? 3
4. Structure and Coverage of the Learning and Development National
Occupational Standards . 5
5. Whats new in the Learning and Development National Occupational
Standards? 6
6. What Other Standrds May Be Useful to Learning and Development
Practitioners? ........................................................................................................ 7
7. What do the new Standards mean for qualifications? ................................... 7
8. The National Occupational Standards for Learning and Development ........ 8
Key Area A Research learning and development needs .................................. 9
Standard 1 Identify collective learning and development needs ...................9
Standard 2 Identify individuals learning and development needs ..............13
Key Area B Plan and develop learning and development opportunities ...... 16
Standard 3 Plan and prepare learning and development programmes ......16
Standard 4 Plan and prepare specific learning and development
opportunities.....................................................................20
Standard 5 Develop and prepare resources for learning and development 23
Key Area C Facilitate learner achievement...................................................... 26
Standard 6 Manage learning and development in groups ..........................26
Standard 7 Facilitate individual learning and development.........................29
Standard 8 Engage and support learners in the learning and development
process....................................................................................32
Standard 9 Assess learner achievement ...................................................35
Key Area D Maintain and improve quality standards ..................................... 38
Standard 10 Reflect on, develop and maintain own skills and practice in learning
and development ..........................................................................................38
Standard 11 Internally monitor and maintain the quality of assessment.......42
Standard 12 Externally monitor and maintain the quality of assessment......45
Standard 13 Evaluate and improve learning and development provision .....48
______________________________________________________________________________ 2
National Occupational Standards for Learning and Development
1. Introduction
National Occupational Standards (NOS) for Learning and Development (L&D) were
first approved in 2001. Since their introduction, they have been extensively used
within the learning and development community by a range of practitioners engaged
in industrial and work based training, qualification delivery and consultancy. Many
individual NOS have been adopted by other sectors, such as justice, social care and
land-based industries, to cover their learning and development roles. Individual NOS
from the suite have been very widely used as part of the assessor and verifier
qualifications which are a requirement for N/SVQ delivery.
During 2009, Lifelong Learning UK carried out an extensive programme of research

and consultation with the learning and development community and with other
Sector Skills Councils and Awarding Organisations. As a result we have now revised
and updated these NOS to make them more streamlined and reflective of current
good practice.
2. Who are the National Occupational Standards for?

The NOS are designed for learning and development practitioners who are involved
in developing and assessing the skills, knowledge and competence of learners
primarily in the workplace or in work-related programmes of learning. They apply
therefore to the following types of job roles in the lifelong learning sector for which
learning and development is the main purpose:
in-house trainers and training managers

external trainers, managers and consultants
assessors
verifiers.
In addition, individual NOS will be valuable to staff in all sectors who have an
learning and development function as part of their job role; for example:
workplace managers and supervisors

experienced staff with responsibility for developing colleagues with less
experience, skills and knowledge
assessors
verifiers.
3. What do the National Occupational Standards for

Learning and Development cover?
There are 13 NOS for Learning and Development, which are based on a familiar
structure known as the training cycle or learning cycle. This is presented in the
following phases or key areas.
A. Research learning and development needs.

B. Plan and develop learning and development opportunities.
C. Facilitate learner achievement.
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D. Maintain and improve quality standards.
The diagram overleaf shows how the NOS for Learning and Development fit into this
structure.
It is important to note that the NOS for Learning and Development only cover what is
exclusive to learning and development. Other approved NOS for example covering
management and leadership or personnel may be necessary to provide full
coverage for some job roles.
______________________________________________________________________________ 4
4. Structure and coverage of the National Occupational
Standards for Learning and Development
With a focus on training and development, the structure of the learning and
development suite of NOS follows the typical training cycle.
Key area A: Research learning and

development needs
1 Identify collective learning and development

needs
Key area B:
Key area D: Plan and
Maintain and develop
improve quality learning and
standards development
opportunities
10 Reflect on,
develop and 3 Plan and
maintain own prepare learning
skills and and development
practice in programmes
learning and
development 4 Plan and
prepare specific
11 Internally learning and
monitor and development
maintain the opportunities
quality of
assessment 5 Develop and
prepare
12 Externally resources for
monitor and learning and
maintain the development
quality of Key area C: Facilitate learner achievement
assessment
6 Manage learning and development in groups
13 Evaluate and
improve learning 7 Facilitate individual learning and development
and development
provision 8 Engage and support learners in the learning
and development process
9 Assess learner achievement

______________________________________________________________________________ 5
5. Whats new in the National Occupational
Standards for Learning and Development?
Several features of the NOS have changed.
1. The draft NOS have been presented in a new format.

The NOS are now much shorter with a clear emphasis only on
essential areas of performance, knowledge and understanding. The
new format should make it much easier for the NOS to be used for a
range of purposes by learning and development organisations.
2. There are now fewer NOS than before.

The 2001 NOS for Learning and Development contained 32 separate
standards. The new suite contains only 13. This has been achieved by
removing some of the overlap and duplication between the standards
and focusing on what is essential to learning and development.
3. The previous 2001 A NOS have been merged into one standard
covering assessment.
Background research suggested that the existing NOS for assessment
could be brought together into one new standard that covers
assessment of all kinds, not just workplace competence (although this
is still included as a possible context). It was felt that the distinction
between A1 and A2 was unhelpful and that a general assessment
standard would be more appropriate to the diversity of qualifications
that are emerging in the Qualifications and Credit Framework (QCF),
the Scottish Credit and Qualifications Framework (SCQF) and the
Qualifications and Credit Framework for Wales (CQFW). This standard
addresses the fundamental principles of assessment and the essential
outcomes. It still allows for the possibility that qualifications for
example, specifically for assessing workplace competence can be
developed based on this standard.
4. There is some degree of integration with the new National

Occupational Standards for Learning Delivery.
Lifelong Learning UK has recently developed a suite of standards for
learning delivery. These address the needs of practitioners working in
the further education sectors in England, Wales, Northern Ireland and
Scotland. 1 Many of the new NOS for Learning and Development
closely map to learning delivery and the overall structure is based on
the same training/learning cycle. Both of these features were felt to be
helpful in maintaining consistency between further education and work
based provision.
1
Further information on the NOS for Learning Delivery can be found at
http://www.lluk.org/national-occupational-standards.htm
_______________________________________________________________________________ 6
6. What other NOS could be useful to learning and
development practitioners?
This suite of NOS focuses on what is unique and specific to learning and
development. However there are a number of other NOS suites that contain
standards that could be useful to Sector Skills Councils and other
organisations that may wish to compile sets of NOS perhaps through role
maps or competence frameworks within which learning and development
features. These include the following:
1. Management and Leadership

(www.ukstandards.co.uk/Find_Occupational_Standards.aspx?NosFindI
D=4&FormMode=ViewModeSuite&SuiteID=1695)
2. Learner Involvement
3. Advice and Guidance

4. Coaching and Mentoring in the Work Environment

5. Personnel
7. What do the new NOS mean for qualifications?

Lifelong Learning UK is working closely with the sector and Awarding Organisations
to develop units and qualification structures that will provide new qualifications for the
Qualifications and Credit Framework (QCF), the Scottish Credit and Qualifications
Framework (SCQF) and the Credit and Qualifications Framework for Wales (CQFW).
_______________________________________________________________________________ 7
8. The National Occupational Standards for Learning
and Development
_______________________________________________________________________________ 8
Key Area A Research learning and development
needs
Standard 1 Identify collective learning and

development needs
What this standard is about
This standard is about carrying out a training and learning needs analysis for
teams, groups, departments or organisations.
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Terminology
Within this standard the following explanations and examples apply.
Collective learning needs The learning needs that a group of learners

have in common. Groups in this context
could be, for example, whole organisations or
teams within organisations.
Focus of learning What it is that needs to be learnt, for
example, customer service, managing people
or how to use new equipment.
Stakeholders All those who have an interest in the
training/learning needs analysis, for example,
managers, Human Resource staff, learners
themselves
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_______________________________________________________________________________ 9
Identify collective learning and development needs
Performance criteria Knowledge and understanding
Learning and development Learning and development

practitioners: practitioners know and
understand:
1.1
Gain the support and KU1
commitment of key stakeholders The principles that underpin learning
needs analysis for teams, groups or
1.2 organisations
Identify the aims of the analysis, the
information required, and efficient KU2
means of data collection The contribution that learning and
development can make to helping
1.3 teams, groups and organisations
Collect sufficient information achieve their goals and objectives
relevant to the learners and their
context to identify learning and KU3
development needs The types of stakeholders involved in
an analysis of collective learning
1.4 needs and why their support and
Prioritise learning and commitment are important
development needs, indicating
the focus and volume of learning KU4
required The types of qualitative and
quantitative information required to
1.5 undertake an analysis of collective
Communicate findings and learning needs
recommendations to decision
makers in ways that will aid their KU5
understanding The importance of collecting and
analysing relevant information
1.6 including:
Negotiate any adjustments to learners collective goals
findings and recommendations and objectives
with decision makers the impact of change on
roles and ways of doing
1.7 things
Maintain confidentiality the requirements for skills,
agreements knowledge, attitudes and
competence
learners existing
capabilities and potential
attitudes to learning
_______________________________________________________________________________ 10
KU6
Sources of information, and efficient
data collection methods, including
the use of technology
KU7
How to analyse qualitative and
quantitative data to identify collective
learning needs
KU8
Issues related to equality and
diversity that may affect data
collection and collective learning
needs analysis
KU9
Issues related to technology and
changing work practices that impact
on collective learning needs
KU10
The issues to consider when
prioritising collective learning needs
KU11
How to identify the focus and volume
of learning required and the
timescales required for
implementation
KU12
Who may be involved in making
decisions about findings and
recommendations
KU13
Effective methods of communicating
findings and recommendations to
decision makers
KU14
Why a practitioner should use their
professional experience and
expertise to negotiate with decision
makers on findings and
recommendations
KU15
Why confidentiality is important when
_______________________________________________________________________________ 11
identifying collective learning needs
and how to maintain the
confidentiality of data, findings and
recommendations
_______________________________________________________________________________ 12
Standard 2 Identify individuals learning and
development needs
This standard is about carrying out a training and learning needs analysis for
individual learners.
Terminology
Assess and manage risk This could be a formal and written risk
assessment but could be informal and
dynamic monitoring and controlling risk on
an ongoing basis
Learner achievements These could be formal e.g. examination
grades or informal e.g. periods of work
experience and skills and knowledge gained
through these
Requirements These could be the requirements of the
practitioners own organisation or those of an
external organisation, such as funding body
or awarding organisation
Risk This includes health and safety risks but may
also include, for example, the risk of initial
assessment methods not being accurate or
evidence of past achievement not being
authentic.
Safe This includes physical safety as well as
emotional well-being
______________________________________________________________
_______________________________________________________________________________ 13
Identify individuals learning and development needs

understand:
2.1
Identify the learners objectives, KU1
motivation to learn and any The principles that underpin learning
requirements relevant to the needs analysis for individual learners
learning needs analysis
KU2
2.2 Why it is important to identify a
Review the learners learners objectives and motivation to
achievements, evaluating learn when analysing their learning
these against relevant needs
objectives and requirements
KU3
2.3 Other requirements from
Use safe, reliable and valid organisations or external agencies
methods to assess the that may affect a learning needs
learners capabilities and analysis
potential
KU4
2.4 Methods of reviewing a learners
Analyse the learners formal and informal achievements
capabilities and potential in
the context of their objectives KU5
and other requirements Methods of giving recognition for prior
learning and achievement
2.5
Agree and prioritise the KU6
learners learning needs Methods, which include the
appropriate use of technology, to
2.6 carry out an initial assessment of
Support learners in identifying capability and potential
their own preferred ways of
learning KU7
How to select initial assessment
2.7 methods which are safe, reliable and
Give the learner constructive valid for the learner and their
and realistic feedback on their objectives
expectations and possible
learning and development KU8
_______________________________________________________________________________ 14
opportunities How to assess and manage risk
when carrying out initial assessments
2.8
Maintain agreements about KU9
confidentiality Issues related to equality and
diversity that may affect an individual
learning needs analysis and how to
address these
KU10
Who to make agreements with and
the issues to consider when
prioritising an individuals learning
needs
KU11
The communication and personal
skills that practitioners need when
identifying individuals learning needs
KU12
Preferred ways of learning and how
these may affect choices about
possible learning and development
opportunities
KU13
Different methods of supporting
learners to identify their preferred
ways of learning, and how to use this
information to support their learning
KU14
Different methods of providing
feedback to a learner on the
outcomes of the learning needs
analysis, and the advantages and
disadvantages of these methods
KU15
Why confidentiality is important when
identifying learning needs and what
information to safeguard
_______________________________________________________________________________ 15
Key Area B Plan and develop learning and
development opportunities
Standard 3 Plan and prepare learning and

development programmes
This standard is about planning and preparing learning and development

programmes to meet identified needs and requirements. It applies to planning
for both groups and individuals. Programme refers to any planned sequence
of learning opportunities which lead to agreed outcomes. Examples might
include: a course, a programme of learning in the workplace, or an individual
coaching programme.
______________________________________________________________
Terminology
Delivery methods Any method that supports learning and development, for
example, presentations, instructions, demonstrations,
opportunities to apply knowledge and practise skills,
experiential learning, group and individual projects and
research
Learning and development Any event that assists the acquisition of skills and knowledge.
opportunities This includes formal sessions as well as experiences such as
visits, time spent in the workplace, personal research etc.
Outcomes These could be outcomes for the group as a whole for
example enabling team effectiveness and/or outcomes for
the individuals who make up the group for example
individual skill acquisition
Programme A planned sequence of learning and development
opportunities over a period of time which lead to agreed
learning outcomes, for example a course.
Requirements These could be the requirements of the practitioners own
organisation or those of an external organisation, such as
funding body or awarding organisation
Resources This covers any physical or human resource that supports the
learning and development process and could include
technical equipment, IT-based learning, handouts,
workbooks, people for example outside speakers and
visits to places of interest
Risk assessments This could be a formal and written risk assessment but could
be informal and dynamic monitoring and controlling risk on
an ongoing basis. Risk includes health and safety but may
also cover e.g. finance, availability of resources etc.
_______________________________________________________________________________ 16
______________________________________________________________
Plan and prepare learning and development programmes

understand:
3.1
Identify learning outcomes that KU1
meet agreed learning and How information acquired from
development needs analysing learning and development
needs contributes to planning, and
3.2 the factors that need to be taken
Develop a coherent plan of into account
learning and development
opportunities appropriate to the KU2
learning outcomes and How to identify a range of options
internal/external requirements for meeting learning outcomes and
the strengths and weaknesses of
3.3 different approaches, including the
Identify realistic delivery and use of technology
assessment methods appropriate
to learning and development KU3
opportunities How to develop a plan of learning
and development opportunities that
3.4 meets different learning needs,
Identify the resources needed to including those relating to equality
deliver the plan and ensure and diversity
these are within allocated
budgets KU4
The types of internal and external
3.5 requirements that may affect
Ensure arrangements for the planning, including, where relevant,
delivery of the plan are in place bilingualism
3.6 KU5
Identify how the learning will be Factors that need to be managed
monitored and evaluated when arranging and co-ordinating
3.7 opportunities
Communicate the plan to
learners and other people KU6
involved in the provision of How to carry out risk assessments,
_______________________________________________________________________________ 17
learning and development and the factors that need to be
considered in the learning context
3.8
Ensure the plan conforms to KU7
relevant policies, procedures The importance of flexibility and
and legislation contingency planning when
developing programmes
KU8
The learning cycle and how this
should inform the planning process
KU9
Why it is important for learner needs
to be at the centre of programme
plans
KU10
How to involve learners in the
development of programme plans
KU11
The range of resources including
the use of technology that may be
needed to facilitate, monitor and
evaluate learning and development
and how to identify them
KU12
How planning and resource needs
can be affected by the learners
identified abilities and needs,
including the use of language
KU13
The organisational, legal and
professional requirements that
should be followed when planning
programmes
KU14
The arrangements required for the
delivery of the plan including the
systems, structures and
relationships needed for effective
implementation
KU15
The factors that need to be
considered when monitoring the
_______________________________________________________________________________ 18
implementation of the plan and
evaluating the effectiveness of
learning
KU16
How continuous evaluation can help
to shape the development and
implementation of learning plans
and improve learning
KU17
The colleagues with whom plans
should be shared
KU18
How to encourage the commitment
and understanding which learners
and colleagues need to be effective
in the implementation of
programmes
_______________________________________________________________________________ 19
Standard 4 Plan and prepare specific learning
and development opportunities
This standard is about planning and preparing specific/individual learning and

development opportunities, for example formal training sessions or informal
experiences such as periods in the workplace. It applies to planning for
individuals as well as planning for groups.
______________________________________________________________
Terminology
Delivery methods Any method that supports learning and

development, for example, presentations,
instructions, demonstrations, opportunities to
apply knowledge and practise skills,
experiential learning, group and individual
projects and research
Learning and development opportunities Any event that assists the acquisition of skills
and knowledge. This includes formal
sessions as well as experiences such as
visits, time spent in the workplace, personal
research etc.
Outcomes These could be outcomes for the group as a
whole for example enabling team
effectiveness and/or outcomes for the
individuals who make up the group for
example individual skill acquisition
Resources This covers any physical or human resource
that supports the learning and development
process and could include technical
equipment, IT-based learning, handouts,
workbooks, people for example outside
speakers and visits to places of interest
Risk assessments This could be a formal and written risk
assessment but could be informal and
dynamic monitoring and controlling risk on
an ongoing basis. Risk includes health and
safety but may also cover e.g. finance,
availability of resources etc.
______________________________________________________________
_______________________________________________________________________________ 20
Plan specific learning and development opportunities

understand:
4.1
Identify the purpose and KU1
outcomes of specific learning The importance of having clear
and development outcomes for specific learning and
opportunities in relation to development opportunities
agreed goals
KU2
4.2 Different methods of communicating
Communicate aims and aims and objectives to learners
objectives to learners
KU3
4.3 Options for delivering and / or
Identify how specific learning facilitating different types of learning
and development and development opportunities
opportunities will be delivered
and/or facilitated and KU4
managed Factors to consider in selecting
suitable delivery and facilitation
4.4 methods
Identify the resources needed
to deliver and/or facilitate KU5
specific learning and The range of planning
development opportunities considerations relevant to ensuring
that equality, diversity and where
4.5 relevant, bilingualism needs are met
Identify how learning and
development opportunities will KU6
be monitored and evaluated Factors that need to be considered
in the management of different
4.6 learning and development
Ensure preparations and opportunities and how to deal with
arrangements for delivery and these factors
/or facilitation, management
and evaluation are carried out KU7
in sufficient time The resources, including
technology, available to support
4.7 delivery and / or facilitation and
Ensure plans are appropriate management of learning and
to identified learning needs development opportunities
_______________________________________________________________________________ 21
and meet organisational and
legal requirements KU8
The advantages and disadvantages
of different types of resources in
meeting learner needs
KU9
The types of preparations that need
to be undertaken for different
learning opportunities and why each
of these is important.
KU10
How to carry out a risk assessment
in relation to planning for specific
opportunities, and the contingencies
which should be put in place in
response to risk assessments
KU11
The operational requirements that
should be considered in planning
specific learning and development
opportunities, including
organisational, health and safety,
budgetary and legislative guidelines.
_______________________________________________________________________________ 22
Standard 5 Develop and prepare resources for
This standard is about preparing resources to support learning and

development. It covers developing resources from scratch as well as
adapting and preparing existing resources to meet the needs of learners. It
also covers the preparation of resources including the learning environment,
learning materials and equipment used to support learning.
______________________________________________________________
Terminology
Resources This covers any physical or human resource

that supports the learning and development
process and could include technical
equipment, Information Technology-based
learning, handouts, workbooks and visits to
places of interest
Target Group Those learners who will be using the
resources
_____________________________________________________________
_______________________________________________________________________________ 23
Develop and prepare resources for learning and development

practitioners: practitioners know and understand:
5.1 KU1
Agree the range and purpose The different types of resources that
of resources required can be used to support learning across
the full range of the training cycle
5.2
Identify the resource needs of KU2
the individuals or groups that The range of resources available to
the resources are being support different types of needs
prepared for
KU3
5.3 The importance of distinguishing
Identify and develop between different user needs and the
resources which are factors which are important in selecting
appropriate to the target group and developing resources to meet these
and the purpose for which needs
they are required
KU4
5.4 The factors that need to be considered
Ensure anyone else who is in the effective preparation and
using the resources receive development of learning resources,
the necessary guidance including those for the learning
environment, learning materials and
5.5 equipment
Ensure adaptations to existing
resources are consistent with KU5
learning needs and How to identify costs and timescales for
professional practice resource development
5.6 KU6
Ensure resources are The factors which are important in
consistent with legislative, selecting and developing resources to
safety, equality and diversity meet the needs of different learners,
and professional guidelines taking account of the need for equality
and diversity
5.7
Make sure that resources are KU7
checked and tested to ensure How to ensure that the language, style
they meet required standards and format of the materials are
and learner needs appropriate to the needs of the learners.
_______________________________________________________________________________ 24
KU8
How to develop simulated exercises
that replicate real working challenges
KU9
How to set-up and use equipment to
support learning and development
KU10
The contribution and challenges that
technology can make to the
development and adaptation of different
types of resources and the challenges
posed by these
KU11
How to develop guidance for the use of
resources and how to encourage
consistent application
KU12
The types of adaptations that could be
made to resources to make them more
appropriate to learning needs and user
requirements
KU13
The legislative, safety and professional
guidelines relating to the development
and adaptation of resources, including
those relating to intellectual property,
copyright and patents
KU14
The importance of checking and testing
resources to make sure they are of the
required standard and how to do this
effectively
KU15
How to make adaptations to the
learning environment to support the
learning process
KU16
The preparation, support and
qualifications that staff require to
contribute effectively to learning and
development activities within own area of
responsibility
_______________________________________________________________________________ 25
Key Area C Facilitate learner achievement
Standard 6 Manage learning and development in

groups
This standard is about using a range of methods to enable group members to

learn and develop in a safe and supportive learning environment.
______________________________________________________________
Terminology
Delivery methods Any method that supports learning and development,

for example, presentations, instructions,
demonstrations, opportunities to apply knowledge and
practise skills, experiential learning, group and
individual projects and research
Environment This includes the physical environment in which
learning and development takes place but also covers
group dynamics and behaviour
Health and safety This includes physical health and safety as well as
Outcomes These could be outcomes for the group as a whole for
example enabling team effectiveness and/or
outcomes for the individuals who make up the group
for example individual skill acquisition
Requirements These could be the requirements of the practitioners
own organisation or those of an external organisation,
such as funding body or awarding organisation
Resources This covers any physical or human resource that
supports the learning and development process and
could include technical equipment, Information
Technology-based learning, handouts, workbooks,
people for example outside speakers and visits to
places of interest
Risk This refers to any risk to the effective facilitation of the
group. Risks may be to individual learners, to the group
as a whole or to those facilitating. This includes health
and safety risks but may also include, for example, the
risk of delivery methods not being appropriate.
Other people This refers to others who may be involved in, or
affected by, the learning activities, for example, staff
members, volunteers, assistants or people in the same
area.
_____________________________________________________________
_______________________________________________________________________________ 26
Manage learning and development in groups
Learning and development Learning and development practitioners

practitioners: know and understand:
6.1 KU1
Manage a group environment in The learners needs, requirements and
which individuals feel valued, planned outcomes relevant to their own
supported, confident and able to areas of work
learn
KU2
6.2 The types of learning resources available,
Communicate with learners in a including those that are technology
way that meets individual and enhanced, that can support learning and
group needs development in groups
6.3 KU3
Make learners aware of the The factors to consider when selecting and
outcomes they are expected to using learning and development resources
achieve and how the planned to facilitate learning and development in
activities will support these groups
6.4 KU4
Use a range of delivery methods, The characteristics of a group environment
activities and resources to meet that foster learning and development for all
the needs of all group members, those involved
as appropriate to planned
outcomes KU5
Different techniques to manage group
6.5 dynamics
Balance and adjust delivery to
meet individual needs while KU6
achieving planned group Aspects of equality, diversity and, where
outcomes and agreements relevant, bilingualism, that need to be
addressed when facilitating learning and
6.6 development in groups
Monitor learner response and
use appropriate strategies to KU7
motivate learners individually and Different ways of encouraging behaviour
collectively and values that foster mutual respect and
support the learning and development
6.7 process
Encourage effective
communication within the group KU8
The importance of own communication
_______________________________________________________________________________ 27
6.8 skills and different ways to communicate
Maintain the health and safety of effectively with groups, and individuals
learners, self and other people within groups
KU9
The range of delivery methods appropriate
to learning in groups
KU10
How to co-ordinate learning and
development activities to meet individual
and group needs
KU11
The types of motivational strategies that
would support group and individual
learning and how to select these according
to identified needs
KU12
Techniques that can be used to monitor
learner response
KU13
Different ways of adapting delivery
according to learner response whilst still
achieving planned outcomes and
agreements
KU14
How to assess and manage risk in own
area of work whilst facilitating learning and
development in groups
_______________________________________________________________________________ 28
Standard 7 Facilitate individual learning and
development
This standard is about using a range of methods to enable individuals to
acquire or improve skills and knowledge and practise their application in
context. It also covers providing feedback to learners and encouraging them
to reflect on and improve what they do. This standard could be achieved as
part of a coaching and/or mentoring relationship.
______________________________________________________________
Terminology
Application The process applying new or improved skills and

knowledge in a real or realistic context, for example a
work situation
Goals This refers to interim targets or steps towards learners
meeting overall outcomes and objectives
Health and safety This includes physical health and safety as well as
Learner objectives These will usually be performance objectives for
example doing something or doing something better.
Methods Any method that supports individual learning and
development, for example, instructions,
demonstrations, opportunities to apply knowledge and
practise skills, experiential learning, individual projects
and research
Other people This refers to others who may be involved in, or
affected by, the learning activities, for example, staff
members, volunteers, assistants or people in the same
area.
Reflection/reflective practice The process of thinking critically about what we do,
identifying opportunities for improvement and, where
appropriate, further learning needs
Resources This covers any physical or human resource that
supports the learning and development process and
could include technical equipment, Information
Technology-based learning, handouts, workbooks,
people for example outside speakers and visits to
places of interest
Risk This relates to any risk to the facilitation of learning and
development. This includes health and safety but could
also cover, for example, the risk of setting unrealistic
goals or selecting inappropriate learning methods.
______________________________________________________________
_______________________________________________________________________________ 29
Facilitate individual learning and development

understand:
7.1
Establish and maintain a KU1
professional relationship with the The principles, uses and value of
learner that supports individual learning and development on an
learning and reflection individual basis
7.2 KU2
Explore and agree the learners The characteristics of a
objectives, learning needs and relationship that supports individual
goals learning, application and reflection
7.3 KU3
Agree a plan of learning, application Aspects of equality and diversity
and reflection that need to be addressed when
facilitating individual learning and
7.4 development
Use a range of methods and
resources to help the learner KU4
acquire/develop the skills and The importance of reflective
knowledge they need practice in individual learning and
development
7.5
Support the learner in applying their KU5
learning in context Key factors to consider when
setting and agreeing goals with
7.6 individual learners
Provide constructive and
motivational feedback to improve KU6
the learners application of learning The range of delivery methods
appropriate to individual learning
7.7
Assist the learner to reflect on their KU7
practice and experience The range of resources, including
support from others, that are
7.8 available to support individual
Adapt learning, application and learning
reflection to meet further needs
KU8
7.9 How technology can enhance
Maintain the health and safety of resources and delivery methods for
_______________________________________________________________________________ 30
the learner, self and other people individual learning
KU9
The range of techniques that can
be used to encourage reflective
practice by the learner
KU10
How to support different types of
learners in applying new or
enhanced learning in context
KU11
The types of barriers that learners
encounter and how to develop
strategies to overcome these
KU12
How to adapt learning plans in
response to learner progress and
reflection whilst still focusing on
learner needs and desired
outcomes
KU13
How to assess and manage risk in
own area of work whilst facilitating
learning and development for
individuals
_______________________________________________________________________________ 31
Standard 8 Engage and support learners in the
learning and development process
This standard is about supporting learners through the learning process by,
for example, providing them with information and advice, helping them
overcome barriers, helping them access the learning and experience they
need, monitoring progress against expected standards and providing
constructive feedback.
______________________________________________________________
Terminology
Barriers Anything that might prevent the learner taking

a full part. This could include, for example,
lack of confidence or essential skills and
knowledge.
Expected standards The standards the learner should achieve as
part of their learning programme. These
could include national occupational standards
or standards set by other types of
qualifications.
Learning process This may include experience, such as time in
the workplace, as well as formal and informal
training.
Provide evidence of achievement This could include providing witness
statements to qualified assessors.
______________________________________________________________
_______________________________________________________________________________ 32
Engage and support learners in the learning and development
process

understand:
8.1
Establish and maintain a positive KU1
relationship with the learner The characteristics of a relationship
which encourages and motivates that supports learners progress and
learning provides them with motivation to learn
8.2 KU2
Provide the learner with The types of information and advice
information and advice relevant that learners may require and how to
to their needs provide or access this
8.3 KU3
Enable the learner to engage Different strategies to enable learners
with, and contribute to, their own to engage with learning
learning
KU4
8.4 Aspects of equality and diversity that
Assist the learner to access the need to be addressed when
skills, knowledge and experience supporting learners
they need
KU5
8.5 The range of techniques through
Help the learner overcome any which different types of learners can
barriers that prevent them taking contribute to their own learning
a full part in the learning process
KU6
8.6 The types of barriers to learning that
Support the learner in taking different types of learners experience
responsibility for their own and how to address these
development
KU7
8.7 How to help individuals with different
Monitor the learners types of learning needs access the
performance against expected skills, knowledge and experiences
standards and provide evidence they need to progress
of achievement to others as
required KU8
The boundaries of own role and when
8.8 to refer the learner to other sources of
_______________________________________________________________________________ 33
Provide constructive feedback to help and support
the learner
KU9
8.9 The range of resources, including
Review learner progress and support from others and technology-
help them adapt their plans as based solutions, that are available to
necessary support learners
KU10
Why it is important that learners take
responsibility for their own learning
and different methods of helping them
to do so
KU11
Methods that can be used to enable
learners to provide honest and
constructive feedback on their
experiences and how to use this
feedback when it has been collected
KU12
Methods that can be used to monitor
learners performance against
required standards
KU13
Different methods of presenting
evidence of learner achievement to
others
KU14
Different methods of providing the
learner with constructive feedback
and how to use these methods
effectively
KU15
The importance of reviewing learner
progress and appropriate times to do
so
KU16
The factors which are important in
helping learners to review their
progress and, where necessary,
adapt their plans for learning and
progression
_______________________________________________________________________________ 34
Standard 9 Assess learner achievement
This standard is about assessing learning and development against agreed

criteria. It covers a range of different assessments including competence,
knowledge and understanding and skills.
______________________________________________________________
Terminology
Assessment method For example, observation, questioning, checking products of

work, setting assignments
Authentic The candidates own work
Equality A state of fair treatment that is the right of all people
regardless of differences in, for example, culture, ability,
gender race, religion, wealth, sexual orientation, or any other
group characteristic
Diversity Acknowledging that each individual is unique,
and recognizing our individual differences in, for example,
culture, ability, gender, race, religion, wealth, sexual
orientation, or any other individual characteristic
Identify and collect evidence This is done through the assessment process, for example by
assessor observations, checking products of work, asking
questions, setting assignments etc.
Reliable Consistently achieves the same results with the same (or
similar) group of learners
Requirements These could be the requirements of the practitioners own
organisation or those of an external organisation, such as
awarding organisation
Risk assessment This could be a formal and written risk assessment but could
be informal and dynamic monitoring and controlling risk on
an ongoing basis. Risk includes health and safety but may
also cover other types of risk, for example the risk of
problems arising which interfere with the assessment
process, or the risk of using inappropriate assessment
methods.
Sufficient Enough evidence as specified in Evidence Requirements or
Assessment Strategy.
Valid Relevant to the criteria against which the candidate is being
assessed.
Fair Ensuring that everyone has an equal chance of getting an
accurate assessment.
Safe This covers both physical and psychological safety. It also
includes ensuring that assessment evidence is safe in the
sense that is sufficiently robust to make a reliable judgement
that the learner does meet the assessment standard.
_______________________________________________________________________________ 35
Assess learner achievement

9.1 KU1
Ensure learners understand the The key concepts and principles of
purpose, requirements and assessment
processes of assessment
KU2
9.2 The range of information that should be
Plan assessment to meet made available to learners
requirements and learner
needs KU3
The current criteria against which
9.3 assessments are made and the current
Use valid, fair, reliable and regulations and requirements relating to
safe assessment methods their assessment
9.4 KU4
Identify and collect evidence Guidelines for assessment planning as
that is: appropriate to own area of responsibility
valid
authentic KU5
sufficient How to involve learners in the planning
of assessments
9.5 KU6
Make assessment decisions How assessment arrangements can be
against specified criteria adapted to meet the needs of individual
learners
9.6
Provide feedback to the KU7
learner that affirms The uses, benefits and drawbacks of
achievement and identifies different assessment methods, including
any additional requirements the use of simulation and those that
involve the use of technology
9.7
Maintain required records of KU8
the assessment process, its The types of risks that may be involved
outcomes and learner in the assessment process and how to
progress manage these
9.8
Work with others to ensure the
_______________________________________________________________________________ 36
standardisation of assessment KU9
practice and outcomes Issues related to equality, diversity and,
where relevant, bilingualism, that may
affect the assessment process and how
to address these
KU10
How to make sure that assessment
decisions are made against specified
criteria and are valid, reliable and fair
KU11
How to determine when evidence is
sufficient to make an assessment
decision
KU12
How to judge the authenticity and
currency of evidence and what to do
when there is doubt
KU13
How to record and store assessment
decisions, who they should be made
available to and the data protection and
confidentiality guidelines that should be
followed
KU14
Factors to consider when providing
feedback to learners
KU15
The relevant procedures when there are
disputes concerning assessment
KU16
Standardisation processes and how to
contribute to these
KU17
How to co-operate and work effectively
with others involved in the assessment
process
KU18
The value and purpose of continuing
professional development for
assessment practitioners
_______________________________________________________________________________ 37
Key Area D Maintain and improve quality standards
Standard 10 Reflect on, develop and maintain own

skills and practice in learning and
development
This standard is about reflecting on current practice, identifying own learning

and development needs and taking part in continuing professional
development.
______________________________________________________________
Terminology
Role This is used to describe the job that

you are contracted to carry out and
the work that you must do
Practice This refers to the way that you carry

out your work and takes account of
factors such as your approach to your
work.
______________________________________________________________
_______________________________________________________________________________ 38
Reflect on, develop and maintain own skills and practice in

10.1 KU1
Identify current performance The extent and limitations of the
requirements relevant to your requirements and responsibilities
practice associated with own role
10.2 KU2
Identify trends and developments The health and safety practice and
relevant to own skills, knowledge personal and social skills relevant to
and practice own area of work and management of
own workload
10.3
Identify and critically reflect on KU3
how own beliefs and attitudes Team, organisational and own
influence own practice professional goals
10.4 KU4
Seek feedback, collect information How to explore current performance
and continually reflect on own requirements relevant to own practice,
performance including role descriptors, standards,
benchmarks, codes of practice, and
10.5 values and principles relevant to own
Assess the extent to which own practice
practice is inclusive and promotes
equality and diversity KU5
How to find out about and stay abreast
10.6 of trends and developments relevant to
Review and evaluate own skills, own skills, knowledge and practice
knowledge and practice against including those relating to technological
available information developments
10.7 KU6
Prioritise areas for development Effective methods for assessing own
and plan how learning and values, beliefs and attitudes relevant to
development will be achieved own skills and practice
10.8 KU7
Inform relevant individuals and Why it is important to understand own
use appropriate systems to report values, beliefs and attitudes and how it
and address factors that impact can affect own work practice as well as
negatively on own practice own learning and development
_______________________________________________________________________________ 39
10.9 KU8
Access development needed to Why it is important to seek feedback on
carry out own work more own performance from all those involved
effectively and continually use a in the learning process and ways that
range of resources to keep own this can be done
knowledge, skills and practice up
to date KU9
The type of information that should be
10.10 collected to inform a review of own
Keep records of own actions, skills, knowledge and practice
development plans and progress,
and use them to support and KU10
inform ongoing reflective practice Ways to continuously reflect on and
evaluate own efficiency and
10.11 effectiveness and why this is important
Apply new knowledge and skills to
consolidate learning, improve own KU11
practice, and review the Methods that can be used to assess the
effectiveness of newly acquired extent to which own practice is inclusive
knowledge and skill and promotes equality and diversity
10.12 KU12
Share knowledge, skills and Methods that can be used to evaluate
improvements to practice with own skills knowledge and practice and
colleagues where it is likely to be the range of information that should be
of benefit used to inform this process
KU13
The information that should be
considered in the prioritisation of own
learning and development needs
KU14
Sources and methods of relevant
continuous and professional
development to facilitate own learning
KU15
How research can help to update
practice
KU16
Methods, systems and processes for
sharing evaluation information and
suggesting improvements
KU17
How to provide constructive criticism
when suggesting improvements to
_______________________________________________________________________________ 40
colleagues
KU18
Why it is important to keep records of
own actions, development plans and
progress and how these can be used to
inform ongoing reflective practice
KU19
Why it is important to evaluate the
effectiveness of learning resources and
learning provision used for own learning
and development and who this
information should be shared with
KU20
How sharing good practice with others
can help to develop own practice
KU21
The importance of continuous
professional development and
collaborative reflection on learning
development practice
_______________________________________________________________________________ 41
Standard 11 Internally monitor and maintain the
quality of assessment
This standard is about monitoring assessment processes and decisions within

an organisation, and helping to maintain and improve the quality of
assessment.
______________________________________________________________
Terminology
Assessment method For example, observation, questioning,

checking products of work, setting
assignments
Candidate The learner being assessed
Equality A state of fair treatment that is the right of all
people regardless of differences in culture,
ability, gender race, religion, wealth, sexual
orientation, or any other group characteristic
and recognizing our individual differences in
culture, ability, gender, race, religion, wealth,
sexual orientation, or any other individual
characteristic
Organisation For example, an awarding organisation,
internal department or any other organisation
involved in assessment.
Reliable Consistently achieves the same results with
the same (or similar) group of learners
Requirements for their role This could include holding an assessor
qualification and/or being expert in the
subject being assessed
Sufficient Enough evidence as specified in Evidence
Requirements or Assessment Strategy.
Valid Relevant to the criteria against which the
candidate is being assessed.
______________________________________________________________
_______________________________________________________________________________ 42
Internally monitor and maintain the quality of assessment

11.1 KU1
Plan and prepare monitoring The current quality requirements for
activities according to the assessment processes and systems in
requirements of own role their area of responsibility
11.2 KU2
Determine whether assessment The key concepts and principles of
processes and systems meet quality assurance
and operate according to quality
requirements KU3
The key concepts and principles of
11.3 assessment
Check that assessors meet the
requirements for their role KU4
The role of the assessor and the
11.4 relevant requirements of the role
Check that assessments are
planned, prepared for and KU5
carried out according to agreed The roles of those involved in
procedures maintaining the quality of assessment
and the relevant requirements of these
11.5 roles
Check that assessment
methods are safe, fair, valid and KU6
reliable The agreed procedures for planning,
preparing for and carrying out
11.6 assessments
Check that assessment
decisions are made using KU7
specified criteria Techniques for sampling evidence of
assessment, including making
11.7 appropriate use of technology
Compare assessor decisions to
ensure they are consistent KU8
Appropriate criteria for judging the
11.8 quality of the assessment process
Provide assessors with
feedback, advice and support to KU9
help them maintain and improve How to ensure the health and safety of
their assessment practice the learner is maintained during
_______________________________________________________________________________ 43
assessment
11.9
Work with others to ensure the KU10
standardisation of assessment The uses, benefits and drawbacks of
practice and outcomes different assessment methods
11.10 KU11
Follow agreed procedures when The types of feedback, support and
there are significant concerns advice that assessors need and how
about the quality of assessment to meet these needs
11.11 KU12
Follow agreed procedures for Issues related to equality, diversity and
the recording, storing, reporting if relevant, bilingualism, that may affect
and confidentiality of assessment and quality assurance,
information and how to address these
KU13
Procedures to follow when there are
concerns about the quality of
assessment: when and how to use
them
KU14
Standardisation processes and how to
co-ordinate and contribute to these
KU15
The procedures to follow when there
are disputes concerning assessment
and quality assurance
KU16
Procedures to follow when planning
and preparing for, carrying out and
recording monitoring activity
KU17
The requirements for information
management, data protection and
confidentiality in relation to
assessment and quality assurance
KU18
practitioners
_______________________________________________________________________________ 44
Standard 12 Externally monitor and maintain the
quality of assessment
This standard is about monitoring assessment processes and decisions from

outside an organisation, and helping to maintain and improve relevant quality
assurance systems.
______________________________________________________________
Terminology
Assessment method Ways of measuring learning and

development, for example, observation,
questioning, checking products of work,
setting assignments
Equality A state of fair treatment that is the right of all
people regardless of differences in, for
example, culture, ability, gender race,
religion, wealth, sexual orientation, or any
other group characteristic
and recognizing our individual differences in,
for example, culture, ability, gender, race,
religion, wealth, sexual orientation, or any
other individual characteristic
Staff competence This could include holding an assessor
qualification and/or being expert in the
subject being assessed
______________________________________________________________
_______________________________________________________________________________ 45
Externally monitor and maintain the quality of assessment

12.1 KU1
Plan, communicate and establish The key concepts and principles of
procedures for the external assessment
monitoring of quality assurance
systems as required KU2
The key concepts and principles of
12.2 quality assurance
Check that internal quality
assurance systems and KU3
administrative arrangements The role of the assessor and internal
meet current requirements quality assurance staff and the current
relevant requirements to undertake
12.3 these roles
Check that staffing and staff
competence, assessment KU4
arrangements, methods and The current requirements that must be
decisions meet requirements met for internal and external quality
assurance
12.4
Provide advice and support to KU5
help improve internal quality The current requirements that must be
assurance and assessment met for internal assessment
arrangements and practices arrangements and practices
12.5 KU6
Work with others to ensure the How to monitor and evaluate internal
standardisation of assessment quality assurance arrangements and
practice and outcomes practices, including the use of
technology
12.6
Follow the agreed procedures KU7
when internal quality assurance How to monitor and evaluate internal
and assessment arrangements assessment arrangements and
and practices do not meet practices, including the use of
requirements technology
12.7 KU8
Follow agreed procedures for the The procedures to follow when internal
recording, storing, reporting and quality assurance and assessment
confidentiality of information arrangements do not meet requirements
_______________________________________________________________________________ 46
KU9
The types of support and advice that
organisations need on internal quality
assurance and assessment
arrangements and practices
KU10
The importance of providing consistent
support and advice that follows agreed
guidance and requirements
KU11
How to adapt monitoring and evaluation
approaches in relation to customer need
without compromising standards
KU12
Issues related to equality, diversity and
if relevant, bilingualism, that may affect
assessment and quality assurance and
how to address these
KU13
Different methods of providing
appropriate support and advice in line
with own organisations guidance
KU14
Record keeping procedures relating to
external quality assurance
KU15
The requirements for information
management relating to external quality
assurance
KU16
The requirements for data protection
and confidentiality in relation to external
quality assurance
KU17
practitioners
_______________________________________________________________________________ 47
Standard 13 Evaluate and improve learning and
development provision
This standard is about evaluating learning and development provision and

planning/implementing quality improvements.
______________________________________________________________
Terminology
Evidence This could be for example learner progress,

learner attainment, learner satisfaction, staff
engagement as appropriate to the quality
indicators.
Quality requirements These could be for example, organisational,

legal/statutory, funding or awarding
organisation requirements.
Scope What the evaluation will cover.
______________________________________________________________
_______________________________________________________________________________ 48
Evaluate and improve learning and development provision

13.1 KU1
Identify the purpose and The key concepts and principles of
scope of the evaluation quality assurance and continuous
improvement
13.2
Identify quality requirements KU2
and appropriate measures of The quality requirements appropriate to
performance own work context and work role
13.3 KU3
Identify methods for How to research and keep up to date
monitoring, and collecting, with quality requirements relevant to
managing and analysing data learning and development
13.4 KU4
Collect and analyse data Industry recognised standards relevant
according to identified to learning and development and the
monitoring procedures processes and activities which deliver
excellence in the work context being
13.5 evaluated
Identify strengths and areas
for improvement KU5
How to identify performance indicators
13.6 relevant to the area of learning and
Evaluate own contribution to development being evaluated
working within quality systems
KU6
13.7 How to set realistic targets, the
Ensure that potential contribution that targets can make to
improvements are realistic evaluation processes and the
and achievable drawbacks associated with target
driven work
13.8
Work with others to plan and KU7
implement improvements to The strengths and weaknesses of
learning and development different monitoring and information
collection methods and how to develop
13.9 and administer these methods
Monitor and evaluate the
_______________________________________________________________________________ 49
impact of improvements KU8
The range, amount and frequency
of data including qualitative and
quantitative that needs to be
collected and analysed to give
valid information about quality
KU9
The contribution that technology can
make to the monitoring and evaluation
process
K10
The principles of information
management and how to establish
systems for the monitoring and
management of qualitative and
quantitative data
KU11
Processes, procedures and methods
involved in data analysis and
interpretation
KU12
What to monitor for specific
purposes and how to record and
store it
KU13
How to contribute to self-assessment
and evaluation processes
KU14
The role and functions of individuals
and teams in improving quality and
raising standards
KU15
The importance of involving the learner
in quality improvement
KU16
How to encourage the learner to
contribute to self-assessment
processes
KU17
The impact of the wider learning
environment on the learner experience
_______________________________________________________________________________ 50
KU18
How to use feedback to develop own
practice specific to the relevant quality
systems
KU19
How to act on the outcomes of quality
assurance, including self-assessment
and evaluation
KU20
How to contribute to quality
improvement plans
KU21
How to work with those involved in the
learning process to influence and
implement quality improvement
KU22
The confidentiality and data protection
legislation relevant to the collection and
storage of information in learning and
development
_______________________________________________________________________________ 51

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Nationanal Occupational Standards Learning and Development

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Lifelong Learning UK

During 2009, Lifelong Learning UK carried out an extensive programme of research

2. Who are the National Occupational Standards for?

in-house trainers and training managers

workplace managers and supervisors

3. What do the National Occupational Standards for

A. Research learning and development needs.

Key area A: Research learning and

1 Identify collective learning and development

9 Assess learner achievement

1. The draft NOS have been presented in a new format.

2. There are now fewer NOS than before.

4. There is some degree of integration with the new National

1. Management and Leadership

3. Advice and Guidance

4. Coaching and Mentoring in the Work Environment

7. What do the new NOS mean for qualifications?

Standard 1 Identify collective learning and

What this standard is about

Within this standard the following explanations and examples apply.

Collective learning needs The learning needs that a group of learners

Performance criteria Knowledge and understanding

Learning and development Learning and development

What this standard is about

Within this standard the following explanations and examples apply.

Performance criteria Knowledge and understanding

Learning and development Learning and development

Standard 3 Plan and prepare learning and

What this standard is about

This standard is about planning and preparing learning and development

Plan and prepare learning and development programmes

Performance criteria Knowledge and understanding

Learning and development Learning and development

What this standard is about

This standard is about planning and preparing specific/individual learning and

Within this standard the following explanations and examples apply.

Delivery methods Any method that supports learning and

Performance criteria Knowledge and understanding

Learning and development Learning and development

What this standard is about

This standard is about preparing resources to support learning and

Resources This covers any physical or human resource

Performance criteria Knowledge and understanding

Learning and development Learning and development

Standard 6 Manage learning and development in

This standard is about using a range of methods to enable group members to

Delivery methods Any method that supports learning and development,

Performance criteria Knowledge and understanding

Learning and development Learning and development practitioners

Application The process applying new or improved skills and

Performance criteria Knowledge and understanding

Learning and development Learning and development

What this standard is about

Barriers Anything that might prevent the learner taking

Performance criteria Knowledge and understanding

Learning and development Learning and development

This standard is about assessing learning and development against agreed

Within this standard the following explanations and examples apply.

Assessment method For example, observation, questioning, checking products of

Performance criteria Knowledge and understanding

Learning and development Learning and development

Standard 10 Reflect on, develop and maintain own

What this standard is about

This standard is about reflecting on current practice, identifying own learning