Blended Learning

Level 4 - Learning Environment

Learning strategy central to organisational performance with aligned funding which is interrogated for return on investment & return on expectations.
Learner-centric environment with bespoke opportunities and identification of individual barriers to learning and appreciation of need for neuro-diversity support.
Recognised prior learning or activity is another way of passing an assessment or course.
Informal coaching, mentoring peer and line manager support is used widely to meet immediate need.
Learning Management System (LMS) reporting is proactive and drives learners.
Material created or found by others becomes part of learning & organisation development content.
Commissioning for bespoke learning has process in place and transparent to all, organisation learns from approved and unapproved commissions.
Bespoke learning material widely available, not 'one size fits all.'
Internal customer feedback essential to design of learning.
Individuals own their own learning and actively seek out other things to learn.
Demonstration of competence through a range of methods i.e. incidents, exercises, desktops, eLearning.
Alternative learning beyond core competencies of role is actively recommended, able to learn all areas available to organisation.
Evaluation is planned and widely advertised, commissionable both inside and outside of learning & organisation development. Benefits realised are implemented across all activities.
All Individuals own their learning and this is a cultural feature which is reinforced.
All learning has inclusion content aligned and integrated. Quality assurance framework in place and embedded. Evidence of being a ‘learning organisation’ for example a clear learning loop in place from incident debrief to future training.

Level 3 - Learning on Demand

All courses recognise prior learning or activity but completion leans more towards formal course attendance.
All material is accessible informally by individuals. But only formal routes achieve standard to pass.
Strong focus on behaviour and soft skills development.
Learning Management System (LMS) used, reporting is reactive to requirements.
Informal learning routes such as coaching, ad-hoc webinars & 1-2-1 activities are being used.
Individuals own their own learning, but only look for other things to learn on the advice of others.
Commissioning process in place, with active working on viable options. Approval process is clear but not always transparent.
Bespoke learning materials widely present. Adaptation is possible, but limited.
Recommended learning drives equal amounts to mandated learning.
Evaluation is undertaken at multiple levels. Centrally led, with some benefits. Mostly kept to course specific.
Learning is unrestricted and freely available, able to learn wider skills.

Level 2 - Integrated and Aligned

Some courses recognise prior learning, integration of some approaches such as coaching, mentoring and line manager or peer development routes, but mostly formal classroom or course attendance approaches.
Learning & available material is equally met by informal routes as well as formal. Some waiting lists present with main needs met via face to face courses.
Learning Management System (LMS) used, with reporting available centrally and locally upon request.
Some informal learning routes are recognised, but engagement is limited. Only centrally led ones are considered official.
Individuals do not own their own learning in some cases, only stick to the core requirements of their role.
Learning material is a mix of externally and internally sourced, some overlaps.
Commissioning process in place, works go through an approval process. Communication is on an ask basis.
Equal amounts of bespoke and stock material. Bespoke learning options are limited in scope. Learning material is actively managed and removed when out of date.
Learning is not restricted, but topics are limited. Individuals have some scope to learn beyond role.
Evaluation occasionally ventures into behavioural evaluation, but is more commonly available at lower levels. Centrally run and scheduled. Some improvements identified but limited review.

Level 1 - Traditional Learning Offer

Learning routes are common, but with limited variety. All courses follow same linear narrative.
Learning & available material are limited outside of courses.
Learning Management System used, but with inconsistent central reporting.
Informal learning routes such as coaching, mentoring and peer support are used, but not organisationally recognised.
Soft skills development is being supported.
Learning material developed is varied, with some external curated resources.
Some learning is bespoke, but mostly one size fits all. Limited take-up.
Some mandated learning - Individuals do not own their own learning.
Learning is in some cases restricted, but can learn about limited other topics within remit of role.
Evaluation is occasional, low level, reactive and limited. Descriptive, no post-evaluation improvement.
Learning routes are limited to formal, one or two approaches. Likely Instructor Led. Inflexible.
No understanding of Neuro diversity and other reasonable adjustments needed for learners.
Inclusion content is separate from other learning content.
Learning is time restricted with waiting lists and defined course start & finishes. Learning material only available on course.
Funding is not thought through for learning activity.