Monitoring LearningBY ARA Retail Institute
Having created and implemented learning in the workplace, organisations need to turn their attention to monitoring the learning. Monitoring learning involves consulting learners, conducting learning debriefs and recording competency.
Learners should be consulted to ascertain what they thought of the learning opportunity in terms of quality, relevance and appropriateness to their role. Questions to ask may include:
- How did the learning opportunity address organisational needs?
- In what ways did the learning opportunity meet your needs?
- What skills and knowledge have you gained from the learning opportunity?
- What did you think of the learning opportunity content?
- How did you find the facilitator?
- Any comments on the learning facilities and amenities?
- Can you tell us about the timing of the program, was it suitable?
- Given the option would you attend similar learning opportunities in the future?
Consultation methods may include:
- One to one or group meetings.
- Online forums.
- Facilitated workshops.
The information derived from the learner is critical in program monitoring. Therefore it should be gathered throughout the program and not be left until the end. Any issues/concerns raised by the learners should be addressed in time for their next learning opportunity.
Conducting Learning Debriefs
Learning debriefs are a great opportunity to share the knowledge and skills gained from a learning opportunity with the team and ensure the learning is transferred to the workplace. Learning debriefs serve to:
- Share knowledge with the wider team.
- Allow other team members to question learners on the content covered.
- Highlight how the learning can be applied to current work projects.
Learning debriefs can take many forms including:
- Email outline of course content.
- Team meetings to share information.
- Article in the company newsletter.
Learning debriefs should take place as soon as possible after the learning opportunity has taken place. This ensures the information is fresh in the learners mind.
When monitoring learning opportunities competency should be recorded. Competency may be assessed by:
- Carrying out observation.
- Conducting simulated activities or role plays.
- Completing workplace action learning projects.
- Partaking in learning activities.
- Completing written or verbal questions.
- Carrying out a self assessment.
- Submitting a portfolio of evidence.
- Writing in a learning journal.
- Obtaining third party verification.
It is recommended that a range of strategies are used to assess competency. Comparing the competency assessment to prior performance records will highlight the impact that the learning experience has had. Prior performance records may include performance reviews, learning needs analysis and KPI results.
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ABOUT THE AUTHOR
ARA Retail Institute
ARA Retail Institute is Australia’s leading retail training provider for both accredited and non-accredited learning programs. The ARA Retail Institute is a Government Registered Training Organisation (RTO) making it fully qualified to offer retail education programs to ARA members and broader retail industry.