- helping to identify employees’ skills effectively;
- helping to identify skills gaps in organisations;
- helping to identify appropriate training opportunities;
- reducing the time required in employee training due to minimised duplication of learning;
- increasing motivation and interest in workplace activities on the part of the employee/learner
- generating new ideas and developments for the organisation as a result of the employee/learner reflecting on work activities.
As a result, you may find that RPL can lead to increased employee retention and reduced recruitment and training costs.
How can RPL be used in the workplace?
Employers can use RPL to support all aspects of workforce development:
- Recruitment: By the incorporation of an RPL process into the interview, an applicant can be helped to reflect on their achievements, prior work and life experiences and leisure pursuits to identify and demonstrate the strengths, skills and values that they will need to successfully undertake the post they are applying for.
- Induction: Information gained in the interview through reflecting on prior experiences can be used as part of the induction process. By using RPL within induction processes new employees can be supported in building on what they have already gained in terms of core and other skills relevant to the job.
- Supervision and appraisal: RPL used as part of supervision and appraisal can encourage the reflective process to help an individual review their performance, identify particular areas for further personal and professional development and challenge poor work practice.
- Performance interviewing: RPL can support the process of application for promoted posts, by helping individuals to reflect on particular instances, where, for example, they have challenged poor work practices, considered the outcomes of their own or another’s action or thought about how they might have dealt with a situation differently.
- Gaining qualifications: RPL can be used to support workers to recognise their learning, including those who lack confidence as learners and/or who are reluctant to engage in formal learning. It can also accelerate the process of achieving qualifications through the recognition and award of SCQF credit points for prior informal or non-formal learning.