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Portfolio

Overview (short introduction to the method):

The use of self-reflection helps employees to consider their past and present learning and to relate this learning to future directions in the workplace. One way to use self-analysis is to consider prior learning. Workers could review lists of skills and knowledge to determine their competencies. Another way to use self-analysis is through the use of narratives. Portfolio is a collection of work, life- and educational experiences, self-analysis, creative works, relevant certificates. Portfolio is a powerful self-reflection tool that permits employees to see connections between their personal goals and that of the organization by reflecting on their knowledge and skills they bring to the workplace.
Group size:

individual

Time:

long-term process

Materials:

resources needed for creating a portfolio depends on the nature and purpose of the portfolio.

Expected outcomes :

From a present and future perspective, the portfolio can be conceived as an ongoing plan in which the individual establishes goals, shows evidence of reaching the goals, reflects on and analyzes changing skills and knowledge, and sets out areas for further workplace learning.

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From this perspective, the use of a portfolio can guide lifelong learning; as well as, prepare workers for meaningful involvement in the development of their skills and knowledge to keep themselves and their employers competitive in the larger economic community.

Instructions:

Portfolio preparation is a process requiring self-assessment, analysis, synthesis and prioritizing of learning goals arising from reflection on one’s own learning. The individual is the owner and manager of the portfolio. Each portfolio is unique. The purpose of the portfolio is very important in order to guide its structure and the collection of artefacts which are placed in it. However, there are a number of common elements one might want to include in a portfolio.

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Elements to be included in a portfolio:

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1. Life story, a narrative outlining the significant events in the individual’s life and how these relate to their personal attributes and values. This life story should indicate the origins of professional goals for the employee and how the person views his or her professional personality and the skills and competencies presently possessed.

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2. A list of relevant work experiences (incl. voluntary service).

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3. A paper (e.g. form of a self-analysis, a competence table) citing life and work experiences and the learning gained from them. This paper helps the employer to assess the quality of the learning.

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4. Evidence which supports the learning experiences presented in the previous paper. Employees should carefully analyze the list of learning experiences and present artifacts which attest to competencies in these areas. Such artifacts include certificates and diplomas from educational institutions as well as a list of the competencies mastered in the institution, testimonials from peers and supervisors verifying the learning, photos of products demonstrating the competencies being attested to, sample drawing of projects which were undertaken, and/or videos illustrating the person performing the competencies etc. In addition, it could include outlines of workshops attended.

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5. A short paper outlining the person’s personal, career and educational goals.

 

Employees may experience some difficulties as they engage in creating a portfolio. The reflective process requires employees to focus on themselves, their context, and the use of a number of new skills and strategies. Additionally, the process requires employees to attend to the learning components of their work experience and evaluate the results of their learning. This is why it is recommended to provide employees with experienced mentor or counselor who would facilitate the reflection and help create a portfolio.

Variations:

Portfolios can be paper- and internet-based.

Resources
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