Change is the end result of all true learning.Leo Buscaglia
After a learning plan has been developed, it should continue to be a live document with regular monitoring. Monitoring learning plans are essential for the business and individual. The time and resources that companies and individuals invest in learning are valuable. The outcomes produced should be monitored for relevance to the business's strategies, key priorities, and operational activities.
In this topic, you will learn:
- about monitoring learning plans
- to give and receive feedback
- review and evaluate learning plans.
Most learning plans span for a particular duration; however, they should include review timeframes within the period.
For example, a learning plan may be developed for a 12-month term, and the plan may be actively reviewed at the six-month mark.
Outcomes of reviews should be assessed and recorded at formal and informal intervals.
- As per relevant business policies, a formal interval will be when the plan is designed for review (e.g., at a scheduled six-monthly review and the completion of the plan).
- An informal interval is when the plan is proactively monitored and identified efficiencies or changes.
What do you monitor?
When reviewing a learning plan, standard criteria to be analysed and recorded include:
- How is the learning progressing?
- Is the teaching still relevant and effective?
- Is there anything further that should be included in the plan?5
How do you monitor to decide competency?
You can gather and analyse information to decide competency in the learners with:
- observations
- discussions
- demonstrations
- role plays/practice sessions
- student feedback
- competency records.
How will I know that the delivery has been successful?
- feedback from the client
- observe and monitor during the delivery by asking questions and clarifying understanding
- self-evaluations.
It is important to use feedback to identify improvements required for future learning and mentoring arrangements.
Feedback should be gathered throughout the process of developing learning plans. Feedback will come from the following sources and stages of the process.6
Self-evaluation from the worker
The worker will be able to provide valuable input about their learning and development requirements and business interests. For example, personality type can impact the activities that may suit an individual and their learning style. Learning and development activities should be assigned following the learning style preference of the individual.
Self-evaluation by the mentor or trainer
It is important to self-evaluate your processes and skills as a mentor or trainer as it will help you strengthen your skills and improve processes in the learning program.
Manager's feedback
Managers will provide valuable insights into where an individual or team requires development, relating to the organisation's requirements.
Client’s feedback
- Clients will provide valuable feedback about several areas in the process, such as:
- how they found the mentor or trainer
- how they benefited or did not benefit from training sessions
- what they learnt and what they didn't learn from the training
- their ideas for improvements to the learning plan.
A review of a learning plan is usually in a formal setting and will involve the leader and the individual team member. It is always good to have relevant policies or procedures available for reference during review meetings.
Seek feedback
When framing the discussion around learning reviews, it is important to seek feedback from the individual on how they believe they have performed.
The conversation should always be two-way and constructive. It is important to look at any areas for additional learning or support. When seeking feedback from the individual, key questions include:
Where are things up to, what is left to be done, and how far has the individual come.
“Do you need more learning or support?”
Give the individual the opportunity to acknowledge and celebrate achievements and identify anything that did not go well.
“How do you believe you went?”
Give feedback
When reviewing a learning plan, you must provide feedback for both teams and individuals. After all, the point of a learning plan is to allow individuals to extend their skills, and they will want to hear how you think they are going.
Therefore, you must consider providing constructive feedback to acknowledge the work they are achieving and help guide them.
When you provide feedback to a team or individual, the opportunity to motivate them should not be underestimated. Giving feedback the right way can inspire individuals and teams to become more engaged and work harder to achieve outcomes. When leaders fail to provide feedback, they miss an opportunity. 7
Focusing on feedback constructively means:
- You separate your emotions and stay as objective as possible.
- Focus on their performance and behaviour in the organisation. This ensures your suggestions don't come across as a personal attack.
- Reaffirm your confidence in a person when you see that they are struggling by reminding them they have time for improvement.
- Collaborate on finding solutions and on a learning plan that helps them focus on their priorities.
- Practice active listening skills and take the time to understand the individual's point of view.
Watch the following video for tips on providing feedback.
Document feedback
When discussing learning plans, an excellent two-way feedback session should result in the team or worker understanding what they have done well, what may be improved, and what is next for them. Feedback from both individuals and managers should be documented within the learning plan.
Use feedback to improve future learning plans
You use feedback to understand from the team or worker how the learning process, both the education side itself and the business process might be improved for future learning arrangements. This means asking the recipient of any training how they felt about it and whether it was worthwhile.
Some businesses do this via a feedback form that individuals fill in after completing any training. The feedback form will ask the following type of questions.
- Was the training worthwhile?
- Did the training meet or exceed your expectations?
- Would you recommend the training to others?
- Was the presenter engaging?
- Did the presenter know their content well?
- Was the venue appropriate?
- Do you have any specific comments to assist in improving the training?
Impacts on Learning plans
It is essential to consider possible impacts on learning plans when reviewing. Impacts may require adjustments to learning plans.
Impacts can include:
- changes to business goals, strategies or business priorities
- the individual's job changes or takes on different responsibilities
- new or more efficient training and learning methods become available
- further development support requirements are identified.
Document Competency
Keeping records of competencies achieved is critical in an individual's learning plan. Competency can be assessed by the goals and measures outlined in the learning plan.
- How competency will be assessed should be outlined in the learning plan.
- Certificates and other documents that prove competency should be filed with the competency documentation as evidence of achievement.
Organisations will have their way of documenting competencies. Following is an example of CBSA's Competency completion form used to assess whether learners have achieved their learning goals.
| Competency Completion Form | |
|---|---|
| Team member name | Kaira Diaz |
|
This team member has demonstrated competency in the following skills: This team member requires further support in the following skills:
|
|
| Leader's name: | Zane O'Brien |
| Leader's signature: | Zane O'Brien |
| Date: | 27.09.2022 |
Ongoing learning plans
Ultimately, learning should be ongoing for all individuals, and therefore, learning plans should exist for the duration of their employment. Continuous learning will ensure the latest knowledge and stretch the team or individual into areas beyond their current positions, making them more valuable to the business holistically.
An example is when a team member is promoted to a higher level.
Often workers are elevated due to their outstanding work. A team member can move to a team leader or management position.
The worker should be supported to undertake any relevant managerial training to ensure they can perform to the standard expected of their new position. This will benefit both the worker and, ultimately, the business.
Elements that should make up future learning arrangements include the following:
- changing goals, priorities and strategies of the business
- operational requirements of the team or individual's position
- competency level of the group or individual
- the interest of the individual
- time, resources and budget of the company.
Further research
Explore further how to monitor performance and provide feedback effectively.
(99+) 10 Steps to build an effective Monitoring and Evaluation System | LinkedIn
How to Give (and Receive) Effective Feedback in the Workplace - @Assist Blog (atassist.com)
Check your understanding of the content so far!
Summary
In this topic, you have learnt:
- about how to monitor learning plans
- to give and receive feedback
- how to review and evaluate learning plans.
