Learning logs and journals

Abstract

LEARNING LOGS AND learning journals are often used as part of educational programmes or courses to monitor learning and identify areas for improvement. They can be an equally useful tool to promote a learning environment in the workplace and to capture and monitor both individual and team learning as it occurs. Whilst a learning log will probably have a more defined structure than a journal, the principles of maintaining them are the same. They are both used to keep a record of all learning experiences, not just those acquired through formal routes, and should also provide a space to encourage deeper critical reflection of experiences which can be used by both managers and individuals to identify areas for improvement on an ongoing basis. These insights can feed into both personal development and team planning processes. As a supervisor or manager, you could build learning logs or journals into your programme of staff development by encouraging your team to keep records of all learning activities. They can be particularly great for analysing learning experiences which are not formal, but may result in a personal change in practice or improvement to how services are delivered. Logs and journals are not just about keeping a record of activities and incidents; individuals need to be prepared to be open and honest about their experiences and their role in what happened. By supplementing the record with focused critical reflection, individuals can identify where the real learning occurred and plan to make future changes. It is useful for each learning event to draw conclusions and include an action plan to ensure the application of this knowledge in the future. Learning from experiences Learning from experience is central to Kolb's cycle (McLeod, 2013) which is discussed in Tip 2 (p. 4) in more detail, but essentially includes a four-stage process of experience, reflection, learning and action. This is demonstrated as a continual cycle of learning, rather than a linear process. Barclay (1996) suggests that activities be recorded in a structured way, one based upon Kolb's learning cycle. If individuals prefer to work in a less structured way, the journal approach may work better for them, but guidance should be provided to facilitate deeper learning.