LBS college programs are expected to help individual learners set realistic short-term goals and link the development of their skills to their goals. Short-term goals are described as what learners can reasonably be expected to achieve within the time they are prepared to commit to the program. They are recorded on the training plan so that learners clearly understand the steps needed to take them from where they are (current LBS level) to where they want to be. The training plan identifies the learning gaps and provides details of the learning that must be accomplished while the learner is in the program. It also suggests specific time frames in which the learning will take place. Each learner is expected to have his/her own training plan, to have input into it and to be able to describe the skills s/he is developing. Training plans can also include biographical information that is relevant to the student’s goal. The training plan process should take into account, as much as possible, the student’s preferred style of learning. See Appendix D to see how the training plan process works at one college and for a sample training plan. Training plans may differ from college to college in format, in how much data they gather and in how they are used.

TASK: Get a copy of the training plan used by your college program. Find out everything you can about how the training plan process works, e.g., when and how the plans are introduced to learners, how frequently they are updated, who has access to them, how they are accessed and how target dates for completing units of work are calculated. Discover what works well and what could work better. Talk to learners.

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