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Contents*
Foreword*
Introduction*
Section One - Where do you stand on learning?*
Section Two - The case for learning*
Section Three - Developing a learning strategy*
Section Four - Planning to Learn*
Section Five - Agreeing learning objectives and evaluating success*
Section Six - Carrying Out Individual Reviews*
Section Seven - Learning and Motivation*
Section Eight - What Helps and Hinders Learning*
Section Nine - Creative Approaches to Learning*
Section Ten - Where to now?*
Appendix One - Glossary of Terms*
Appendix Two - How can I get further help and advice?*
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Appendix One

Glossary of Terms

Aims, objectives, goals, key results areas, performance indicators: These different terms can cause confusion but can be considered in two groups. Aims and goals are general and in many cases aspirational - for example 'to improve services to our community'. Objectives, targets, key results areas and performance indicators are more specific - for example 'to reduce waiting time for our services by 20%'.

It doesn't really matter what you call them, so long as the learner is clear on what you mean by them. For simplicity, the terms aims, objectives and targets are used throughout this pack.

Learning: The term learning is used in the widest sense to encompass any process through which individuals and teams acquire knowledge, skills or changes in attitude, primarily but not exclusively in relation to their role within the organisation. The terms learning, training, employee development, human resource development and education are taken as synonymous for the purposes of this pack.

Learning objective: A learning objective is the desired state the learner should reach by the end of a learning experience, in terms of both learning and performance. The more specific the objective, the easier it will be to evaluate. Learning objectives should, where appropriate, be linked to external standards that affect the organisation.

Learning organisation: This is the concept of the organisation as a living organism that must constantly adapt or die. Based on the work of Reg Revans and numerous others, a learning organisation and the people in it learn at a pace at least equal to and preferably greater than change.

Learners: Specifically, participants in a learning experience of any kind. More generally, individuals or groups who are open to new knowledge, skills or changes in attitude throughout life (often referred to as lifelong learning).

Manager: A manager is someone who has responsibility for the work of others, regardless of job title.

Regular review: means annually as a minimum. Six-monthly or quarterly is usually preferable, particularly for reviewing the business plan and the organisation learning or training plan.

Roles and responsibilities: The areas of activity and results set down by an organisation or manager for an individual or team. In the voluntary sector, these can be part of the voluntary organisation's constitution. They might also be set down in job descriptions or similar documents, or may be communicated verbally.

Standards: Any level of quality or service that affects the way in which the organisation, team or individual operates. These include statutory requirements, codes of practice, requirements of regulatory bodies, client specifications and external qualifications. Learning objectives should be linked to these where appropriate.

Succession planning: Planning to replace people who may leave the organisation through retirement. Succession planning is part of a wider 'manpower' planning strategy, through which you can provide cover for key jobs in the event of extended absences or a key person leaving suddenly.

Scottish Vocational Qualifications (SVQs): are the most frequently adopted VQs in Scotland. SVQs are available in almost every occupation in Scotland, and are available at five levels of difficulty. Level 2 is the most common level in use.

Each VQ and SVQ is made up of a number of modules and units of competence, against which the individual's work can be assessed.

An assessor is someone who is experienced in that field and trained in the assessment process. The assessor can be internal to your organisation or can come from an outside organisation, but they must be trained and approved to do this work.

The assessment process is in turn checked by an internal or external verifier. It is this person's job to see that national standards are maintained by ensuring that the assessment process is carried out in accordance with strict conditions laid down by SQA. The individual can work through the SVQ at his or her own pace, receiving on-the-job training and coaching where necessary to fill any gaps in knowledge or skills, or attending more formal external or internal training where appropriate.

Scottish Qualifications Authority (SQA): is the body responsible for vocational and educational qualifications in Scotland below degree level. It is the main VQ awarding body in Scotland.

The awarding body is the body that has developed the award in consultation with the relevant industry sector. Throughout the UK, there are numerous awarding bodies, with SQA being the main body in Scotland.

In Scotland, an approved centre is an organisation that has been approved by SQA to offer assessment services in agreed SVQs. Although approved centres are often independent organisations that specialise in assessments, many other organisations - for example large companies - have become approved centres in their own right, which enables them to undertake assessments of their own staff.

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