The workplace is a complex place, physically identifiable with visible, structural components such as buildings, infrastructure, and specialist equipment; yet actual operational activities, individual performance and learning are more difficult to define. In the workplace knowing, applying, innovating and learning are bound by, and interwoven with, the situation, in which they take place. Individuals construct knowledge, acquire skills and change behaviour conscious that their colleagues and their organisations understand and share the context and the process of knowledge acquisition. This means a significant percentage of an individual’s learning occurs in informal settings, such as work-related discussions, informal feedback on performance, stakeholder reactions to actions, or formal evaluations of performance. This means the focus of learning in the workplace is on action and doing, on the acquisition of work-placed specialised knowledge, on competence development and on individual performance. In this environment the main responsibility for learning, for improving performance, rests with the individual. They are tasked to confirm current competencies and capabilities (look back: Review) and identify the competencies and capabilities they need to acquire to improve their performance (look forward: Predict). This two stage process generates an individualised pathway of development, a personal learning plan. This personal learning plan is flexible yet context bound, it identifies the need for learning in identified contexts and articulates how that need will be addressed. Over a number of years the Waikato Institute of Technology has been investigating how organisations can first, use information and technology (IT) systems, tools and training to enable credentialing bodies and employers to assess the current capabilities of its members and/or employee’s and secondly, how competency matrices can be used to facilitate the development of an individual capability development plans. These investigations are based on three interwoven elements. Element one is focused on the design and implementation of an IT evidence-based assessment and personal development systems. Element two is focused on how the systems are populated with validated evidence and how that evidence is then presented for external review. Element three is focused using external reports to generate individualised learning plans. This presentation will illustrate, through authentic examples, how standardised rubrics, portfolios and personal learning plans have been used in a national credentialing agency and international engineering firm. Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.