Image by Gerd Altmann from Pixabay |
John Dewey believed that our experiences shape us, and when reflective practice is part of learning, meaning and relevancy is created, which initiates growth and change (Dewey, 1933).
So, the process of learning is really about reflecting on experience and the amount and level of learning depends on how a person processes their experiences. Two people may go through the same experience but walk away with very different levels of understanding or skill development based on how they engage with that experience, their mindset, or even their prior knowledge.
Same Experience; Different Learning
The other employee also approaches project management as a series of tasks to be completed but focuses on both the outcome and the process. They spend time thinking about the challenges they are facing. They seek feedback from seniors and assess what might work better in their project context. They think about their role as the manager and their leadership and communication skills.
If we assume that external conditions such as the organizational settings, deliverables, deadlines, team composition, challenges, etc. were the same - then in both cases, the employees had the same experience - that of managing a project. But the second employee likely learned more actively by reflecting on what they were learning. Their learning was embedded throughout the experience. And in the process, they developed new skills.
Why This Difference Matters in RPL/PLAR
- RPL/PLAR is not about simply acknowledging that someone has spent time in a particular job or role. Just because someone has worked in a particular role for years doesn’t automatically mean they have developed the competencies that can be recognized.
- RPL/PLAR is about assessing the specific knowledge, skills, and competencies that a person has gained from those experiences and determining whether these align with the required standards. Even if someone has had many relevant experiences, the learning must align with specific workplace or professional competency standards and the learning must match the competencies or outcomes defined by professional bodies, regulatory standards, or academic programs.
- RPL/PLAR focuses on assessing what individuals have learned from their experiences, not just having had the experience itself. It’s the demonstration of this learning through evidence such as reflections, portfolios, assessments, or practical tasks—that proves their competencies.
"Credit or competencies are awarded only for evidence of learning, not for experience or time spent."