“It’s one of the things I really like about managing people—the teaching element, and giving feedback,” commented SugarSync Chief Executive Laura Yecies in a recent interview with New York Times reporter Adam Bryant.
Yecies likens it to a professor grading assignments. “If the teacher gives you a B, without any specifics, that’s not an acceptable situation” adding, “that dynamic happens a lot in the workplace.”
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That is, an assessment on its own does not help learners improve their performance; they need specific feedback on what worked (and what could be improved) to move forward in their ongoing learning process.
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In the context of informal learning, that means the following:
- Identifying the intended outcome and how close (or far) the worker reached it. That, in turn, requires that managers and others coaching workers in their learning process have a clear understanding of the end result. That may or may not be the case.
- Describing the gap between what the worker provided and what was sought.
- Suggesting ways the worker can bridge that gap in the future.
Here are a few tips on next steps to take now:
- Check out Chapter 8 of Informal Learning Basics for a framework for evaluating informal learning and Chapters 4 and 6 for more tips on coaching workers in their informal learning efforts.
- To learn even more about evaluating informal learning, participate in the ASTD member webcast, “Evaluating Informal Learning,” Thursday, September 27, at 2 pm ET. To register or view on demand, click here.
