Athabasca University values continuous learning for all staff. Learning provides opportunities for personal growth and development and contributes to organizational success.

Athabasca University recognizes that focused learning (as opposed to random) is more apt to occur when planned for. Staff members should therefore develop a learning plan, in consultation with their supervisors, in conjunction with the annual performance assessment process. Performance assessment outcomes, key job responsibilities and requirements, the university's strategic plan and departmental operational plans, AU's succession plan, and your own career plans will help you to develop your personal learning plan.

A learning plan should include skills/competencies to be developed or improved, learning goals and actions, target dates, progress, obstacles and evaluation. You may find the Learning Plan Templates helpful in developing your learning plan. They can be filled in on-line.

• Support and Excluded Staff Learning Plan Template
• Professional Staff Learning Plan Template

Completing Computing Services' Basic Computer Literacy Questionnaire may help you to determine your information technology learning needs.

Skills/Competencies:

Identify the specific skills or competencies that you want to develop or improve.

Examples of skills/competencies:

• Coaching
• Facilitating
• Producing reports using Word
• Knowledge of E-learning technologies
• Use of email for student assignments

LEARNING GOALS:

Each skill or competency can have one or more learning goals. Goals should be specific, measurable, and attainable and should specify why you need to improve or develop a particular skill or competency. Discuss with your supervisor how your success will be measured. Goals can be for current and future job requirements, or for career advancement. You can set goals for the current year as well as for the longer term but keep your goals to a manageable number.

Examples:

• Provide better feedback to my staff
• Effectively chair monthly committee meetings
• Format complex reports using tables, columns and numbering
• Use appropriate e-learning technologies when developing a course
• Be able to receive and send student assignments electronically

Actions, Target Dates and Progress:

Actions identify how you will achieve your goals. Each goal can have a number of different actions. When considering what actions to take, build on the skills and knowledge you already have and focus on areas where you would like to develop or improve. Determine how you can best learn and set a realistic timeline for success.

Actions can include formal instruction, self-directed learning, or on the job experience.

Examples:

• Take courses or workshops, individually or leading to a certificate
• Attend a conference
• Read a book, article or manual
• Research a subject on the internet
• Chair a meeting, join or lead a project team, accept an acting assignment, cross train, job shadow, or make a presentation

Be as specific as possible when identifying actions (e.g. for AU courses identify the specific course). Set a target date for each action and monitor your progress.

Obstacles:

Obstacles can prevent you from carrying out your actions and achieving your goals. Identifying obstacles and developing plans to overcome them can help you remove barriers to success. Funding, accessibility, time, coverage of job duties while learning, and support from your supervisor or others, may include obstacles to consider and discuss with your supervisor.

Evaluation:

When you have completed the various actions for a goal, evaluate your overall success:

• Was your learning goal achieved?
• Were the learning experiences relevant to your current job or career development?
• How have you been able to apply what you have learned?
• What follow-up actions would be helpful?

Updates:

Keep your learning plan handy. Revise it when you complete an action, fulfill a goal, encounter obstacles, or if circumstances change. If applicable to your profession, consult the Alberta Health Professions Act regarding the requirement to maintain up-to-date registration, and work with your supervisor to ensure your necessary qualifications are current.

Support staff covered by the AUPE Collective Agreement may be awarded additional salary increments in recognition of "significant educational upgrading" (AUGC/AUPE 2002-2004 Collective Agreement, Article 8.02). The appropriate executive officer, after review by Executive Group, will approve AUPE staff submissions for an educational upgrading merit step based on successful completion of a postsecondary for credit certificate, diploma, or degree from a recognized professional association or educational organization during the previous performance year and directly related to work performed at Athabasca University. Certificates must consist of multiple courses and have an examination process. The specific educational upgrading is included in an approved employee learning plan.

Update your learning plan annually in conjunction with the performance assessment process and submit a copy to Human Resources (electronically if possible to Dan West) by the end of July each year. Learning needs common throughout the university will be identified and used to help develop the university's annual institutional staff Learning and Development Plan. Once the institutional plan has been approved, Human Resources will destroy its copies of the staff learning plans.