About the Work-Learning Environment Assessment

Measuring work-learning environment

This work-learning environment assessment measures the work and learning climate and culture in a team. The perspective of the learning professional, student, or work supervisor on the work-learning environment is asked. The questions and rubrics (subjects) from this assessment all relate to essential factors that are needed for an excellent work-learning environment in the workplace. This is a condition for continuous professional development in the workplace for both the individual professional or student and the team. In addition to the work that needs to be done, there also must be room for learning at the workplace. In addition, the work-learning climate also influences the quality and safety of the work that is being performed. This assessment contains 3 domains, 12 rubrics and 80 items, whereby two rubrics with the items within are asked from different perspective, such as professionals’ own role, related to colleagues, team leader/senior/coordinated nurse and other disciplines. These repeated type of items from different perspective are not counted in the total number of items. These are rubrics about guidance/support and cooperation with each other.

A strong Work-Learning environment as a foundation

The data from this assessment indicates to what extent there is a favorable work-learning environment. It is a guideline for the development of an effective and robust work-learning environment. The starting point for the work-learning environment assessment is the holistic approach to `what is learning and how does learning occur.´ (Illeris, 2007) Central to this is the continuous development of professionals and the factors that play a role in learning and professionalization. Strive with each other for a favorable work learning environment by ensuring that essential factors are present. This way, there is an environment that creates the conditions to enhance professionalization, individually and as a team.

Reference:

Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. New York: Routledge.

The Work-Learning environment Assessment gives insight in:

  • how is the mutual involvement;

  • how is the tone of voice in communication;

  • to what extent is the exchange of feedback;

  • to what extent work is being done together on creating a favorable learning climate;

  • the purposefulness and application of what has been learned in practice;

  • to what extent is there attention to knowledge sharing;

  • to what extent is information and experience shared with each other;

  • to what extent are there training activities in the workplace;

  • how is the distribution of tasks and responsibilities;

  • to what extent is there room for self-regulation and autonomy;

  • the degree of guidance and support;

  • the degree of cooperation and the use of networks at work.

Analyze data and take timely action

Strive for as much integration of learning in the workplace with the work that has to be done. In addition, support and facilitate continuous professional development at the individual and team level. It is important that there is an optimal situation for safety for both care recipients and professionals and students. The data helps to improve and professionalize within the best possible work environment.

Target group: This is a generic assessment.