Clarifying Induction and Learning: A Call for Better Training Practices

Stop Mixing Induction with Learning – It’s Hurting Us!

Have you ever noticed how our training records often lump induction sessions together with real learning? It’s like mixing chalk and cheese, and believe me, it’s causing chaos. That first day in learning getting filed under ‘Induction’ or ‘Enrolment’ might seem harmless, but it leads to a muddle that can cost you dearly when auditors come knocking. Let’s chat about why this is a problem and how we can fix it.

Why the Mix-Up Matters

Induction training and safeguarding sessions are crucial in getting new team members on board, and we shouldn’t underestimate their importance. But here’s the catch: they do not serve as genuine first day in learning (FDIL). When these essential activities are buried in the same pot as substantial learning, it creates a confusing narrative for anyone reviewing the records.

Imagine an auditor sifting through your logs. All they see is a jumble of ‘Induction’ events with no clear evidence of real learning accomplishments. This not only undermines the true value of what you’ve trained but might also lead to costly penalties or worse, an accreditation crisis.

The Simple Fix

Let’s break it down with two straightforward strategies to make sure your records shine with clarity:

• Separate Activities: Distinguish induction and safeguarding training from substantial educational sessions. You want to paint a clear picture that shows your genuine learning adheres to the relevant standards.
• Proper Timing: Ensure your quality learning sessions last at least an hour. Quick credits of 15 minutes won’t cut it. Larger chunks of time indicate more robust learning.

When you follow these strategies, you make it easier to provide undeniable evidence that the date noted on the Learner Record System (ILR) relates to authentic FDIL.

Insights from the Field