Post by Admin on Dec 31, 2019 0:28:07 GMT
Determine Readiness & Monitor Progress
Determine Participants’ Readiness
LINK: bit.ly/39rnruW
The readiness of participants to participate in learning and take on new tasks and responsibilities, and the extent of their participation, all impact on the success of a workplace learning implementation.
The better informed an organisation is about its participants’ progress, the better equipped they will be to tailor their learning activities to the needs and readiness of the participants. Some learning pathways need extensive monitoring to ensure participants are coping with the materials and will be ready to progress to the next stage, while some will need only minimal monitoring to identify possible problems and non-achievers.
You can use many different strategies to monitor participants before, during and after their learning, as illustrated in Figure 24.
Handout: bit.ly/37m9YCY
Judging when Participants are Ready
A financial institution used the following methods to monitor whether its staff was ready to take on new tasks and responsibilities during a leadership development program. Managers of each division were asked to nominate up to three staff members who showed management potential
During
During the learning pathway, which took 12 months to complete, participants were monitored using the following methods. The trainer observed participants to determine:
* problem-solving skills
* team skills
* lateral thinking
* time-management skills
* presentation skills
* confidence
* motivation
* commitment.
Other methods used to monitor participants included:
* assessment of tasks and learning at each stage of completion
* assessment by senior management to determine quality of work and professional standards
* discussions with the group’s appointed mentor discussions with the trainer or coach.
After
Once participants had successfully graduated, they continued to perform their current role, adding tasks of a higher level or complexity only when they were ready to do so. Their success in performing these tasks was monitored by their manager through:
* observation
* discussion.
Eventually, they should have experienced most of the tasks performed by a manager, and were considered ready to apply for a managerial role. This readiness is usually determined by:
* discussions during formal review
* recommendations from their manager or mentor or trainer.
* observe Work Performances and Suggest Alternative
Approaches where needed
Often the success or failure of a workplace learning initiative cannot be fully assessed until it is implemented in the workplace and staff is left to utilise the new skills, knowledge or attitudes. It is at this point that the organisation can assess what went well, what needs improvement and what needs to be added or taken away.
The learning pathway will have a set of objectives or a purpose statement that requires the learner to attain:
* new skills
* new knowledge
* new attitudes
* a combination of all three.
Once the participant has completed the learning pathway, the participant may be assessed as competent to perform the new skills or to apply the new knowledge or attitudes.
It is common, however, for participants to be assessed in the training room environment as competent, but still need significant time and assistance to transfer the learning to the workplace. If assessment is carried out after allowing sufficient time for practise and skill development, they may then be judged as competent.
If managers and training staff observe the performance of the participants in the workplace, they will soon discover if there is a pattern or similarity to the problems they encounter.
This is why it is important to structure and organise ongoing monitoring. Feedback needs to be compiled so that the learning pathway can be amended to address any problems that are common to a significant number of participants, or address an area of learning that may have been omitted from the learning pathway.
Determine Participants’ Readiness
LINK: bit.ly/39rnruW
The readiness of participants to participate in learning and take on new tasks and responsibilities, and the extent of their participation, all impact on the success of a workplace learning implementation.
The better informed an organisation is about its participants’ progress, the better equipped they will be to tailor their learning activities to the needs and readiness of the participants. Some learning pathways need extensive monitoring to ensure participants are coping with the materials and will be ready to progress to the next stage, while some will need only minimal monitoring to identify possible problems and non-achievers.
You can use many different strategies to monitor participants before, during and after their learning, as illustrated in Figure 24.
Handout: bit.ly/37m9YCY
Judging when Participants are Ready
A financial institution used the following methods to monitor whether its staff was ready to take on new tasks and responsibilities during a leadership development program. Managers of each division were asked to nominate up to three staff members who showed management potential
During
During the learning pathway, which took 12 months to complete, participants were monitored using the following methods. The trainer observed participants to determine:
* problem-solving skills
* team skills
* lateral thinking
* time-management skills
* presentation skills
* confidence
* motivation
* commitment.
Other methods used to monitor participants included:
* assessment of tasks and learning at each stage of completion
* assessment by senior management to determine quality of work and professional standards
* discussions with the group’s appointed mentor discussions with the trainer or coach.
After
Once participants had successfully graduated, they continued to perform their current role, adding tasks of a higher level or complexity only when they were ready to do so. Their success in performing these tasks was monitored by their manager through:
* observation
* discussion.
Eventually, they should have experienced most of the tasks performed by a manager, and were considered ready to apply for a managerial role. This readiness is usually determined by:
* discussions during formal review
* recommendations from their manager or mentor or trainer.
* observe Work Performances and Suggest Alternative
Approaches where needed
Often the success or failure of a workplace learning initiative cannot be fully assessed until it is implemented in the workplace and staff is left to utilise the new skills, knowledge or attitudes. It is at this point that the organisation can assess what went well, what needs improvement and what needs to be added or taken away.
The learning pathway will have a set of objectives or a purpose statement that requires the learner to attain:
* new skills
* new knowledge
* new attitudes
* a combination of all three.
Once the participant has completed the learning pathway, the participant may be assessed as competent to perform the new skills or to apply the new knowledge or attitudes.
It is common, however, for participants to be assessed in the training room environment as competent, but still need significant time and assistance to transfer the learning to the workplace. If assessment is carried out after allowing sufficient time for practise and skill development, they may then be judged as competent.
If managers and training staff observe the performance of the participants in the workplace, they will soon discover if there is a pattern or similarity to the problems they encounter.
This is why it is important to structure and organise ongoing monitoring. Feedback needs to be compiled so that the learning pathway can be amended to address any problems that are common to a significant number of participants, or address an area of learning that may have been omitted from the learning pathway.