101 – 04 BUILDING A LEARNING RELATIONSHIP WITH INDIVIDUALS – INITIALLY ASSESSING THEIR NEEDS

Community Learning Development Resource 101 – 04

 

BUILDING A LEARNING RELATIONSHIP WITH INDIVIDUALS

– INITIALLY ASSESSING THEIR NEEDS

SUMMARY

What is the purpose of initial assessment?

Getting the worker and an individual to a position, where they both feel comfortable and interested – in starting whatever learning is felt, agreed and welcomed by them both as being useful, purposeful and appropriate.

 

NOTE: In some circumstances an initial assessment may be something that the worker does with little or no learner awareness or active participation by the individual.

  • The worker is watching and listening and looking, for where and how to begin a working relationship with the learner, around learning and capacity building
  • The worker will have decided that this worker–led approach is in the best interests of the learner and how they feel at the time.
  • The worker-led approach requires the worker to also develop ideas about how and when the learner will be drawn into the assessment as a partner with the clear intention of seeking to give the learner ownership of the assessment process.

 

WHAT MIGHT WE NEED TO EXPLORE WITH AN INDIVIDUAL?

 

·         Prior learning experience

  • Current learning experience
  • Interest in learning
  • Learner readiness
  • Prior/current interest and involvement in what the worker is doing
  • Prior/current interest and involvement in collective activities
  • Prior/current interest and involvement in community activities.

 

WHAT PERSONAL CHARACTERISTICS MIGHT WE NEED TO EXPLORE WITH AN INDIVIDUAL?

  • Self-perception as a learner
  • Self-perception as a person
  • Relationships and interpersonal/relationship-building skills
  • Family situation
  • Communication, conversation, listening
  • Feelings and nature of her/his comfort zone
  • Emotional state / emotional baggage
  • Skills and talents
  • Hidden skills and talents
  • Expectations, hopes, fears and concerns
  • Disability, mobility, learning difficulties, sensory difficulties
  • Skills for life
  • Capacity – reactive, reflective, proactive.

 

OTHER ISSUES MIGHT WE NEED TO EXPLORE WITH A LEARNER?

  • Community context – neighbourhood, culture, barriers, etc.
  • Learners support needs – access, childcare, personal support, cost, etc.

SOME GOOD PRACTICE IDEAS FOR INITIAL ASSESSMENT

  • Set the assessment environment and style within ‘comfort zone‘ of learner, agreement on process, including recording
  • Assessment  approaches using a ‘can-do’ framework – positive experience for the learner
  • Celebrate and confirm success
  • Ensure sensitivity and confidentiality – ground-rules
  • Use appropriate conversation and language
  • Use a sensitive and active listening and watching mode
  • Strengths and areas for development are identified rather than weaknesses
  • Processes are learner-centred and relate to learner readiness and individual starting points
  • Holistic focus – learner development – learning skills and personal development
  • Assessment criteria are shared and agreed with the learner
  • Assessment process/cycle – strong on informality
  • Assessment process/cycle – strong on feedback
  • Assessment process/cycle strong on evidence of learner success coming from her/his feelings about the uses and benefits that she/he has gained from learning.

 

The informality of early assessment

Within community learning situations, a largely subjective process of informal initial assessment by the worker of the client / learner and of the worker by the client , will inevitably already be taking place from first contact or even before (based on expectations or prior knowledge) and during any early engagement.  Both will be learning about each other and themselves. Much initial assessment evidence may be usefully gained in this way, without any formal declaration of an assessment process. No interrogatory mode – just interaction, and observation, listening and consequent reflection.