A definition of learning

A definition of learningA definition of learning

“ “A long term change in behaviour A long term change in behaviour

prompted by an experience”.prompted by an experience”.

From: Tim RussellFrom: Tim Russell

““Learning is not compulsory – neither is survival”Learning is not compulsory – neither is survival”

Source: W E DemingSource: W E Deming

Two consultative stylesTwo consultative styles AuthoritativeAuthoritative

ConfrontativeConfrontative

InformativeInformative

PrescriptivePrescriptive

FacilitativeFacilitative

SupportiveSupportive

CatalyticCatalytic

Cathartic Cathartic Source: John HeronSource: John Heron

Two simple learning modelsTwo simple learning models

EE xplanation xplanation DD emonstration emonstration

PP ractice ractice

MM emorise emorise

UU nderstand nderstand

DD o o

Source: Lynda FordSource: Lynda Ford

Three types of learningThree types of learning Learning from the present: intelligence Learning from the present: intelligence

Learning from the past: experienceLearning from the past: experience

Learning from the future: experimentationLearning from the future: experimentation

Source: AbidiSource: Abidi

Three principles to theThree principles to the ‘Investors in People’ standard ‘Investors in People’ standard

ReviewReview

PlanPlan

DoDo

Developing strategies to improve the Developing strategies to improve the

performance of the organisationperformance of the organisation

Taking action to improve the performance Taking action to improve the performance

of the organisationof the organisation

Evaluating the impact of the performance Evaluating the impact of the performance

of the organisationof the organisation

Three dimensions of reality within a Three dimensions of reality within a learning eventlearning event

Content reality Content reality

Process realityProcess reality

Environmental realityEnvironmental reality

Source: Don BinsteadSource: Don Binstead

Three issues underpinning learningThree issues underpinning learning

Much of what we do as humans is habitual and unexamined.Much of what we do as humans is habitual and unexamined.

Even though we may have years of experience, few of usEven though we may have years of experience, few of ushave developed an effective practice of learning from thathave developed an effective practice of learning from thatexperience.experience.

When we discover a successful way of doing something, weWhen we discover a successful way of doing something, wetend to hang on to it, even, or perhaps especially, when thingstend to hang on to it, even, or perhaps especially, when thingshave changed around us.have changed around us.

Source: Bowerman and CollinsSource: Bowerman and Collins

Three wise learning thoughts from ConfuciusThree wise learning thoughts from Confucius

Hear and forgetHear and forget

See and rememberSee and remember

Do and understandDo and understand

Three ‘A’s for learningThree ‘A’s for learning

Acquisition - what have I learned?Acquisition - what have I learned?

Application - how will this be used?Application - how will this be used?

Attribution - do I recognise it’s source?Attribution - do I recognise it’s source?

Source: Andrew GibbonsSource: Andrew Gibbons

Three types of professionalThree types of professional

DynamoDynamo

CruiserCruiser

LoserLoser

Source: David MaisterSource: David Maister

Three types professional timeThree types professional time

Income time Serving clientsIncome time Serving clients

Investment time Creating your futureInvestment time Creating your future

Individual time Everything elseIndividual time Everything else

Source: David MaisterSource: David Maister

Three issues around Three issues around delegationdelegation

Allocation Giving out work tasksAllocation Giving out work tasks

Abdication Giving others work that shouldAbdication Giving others work that should be done by the managerbe done by the managerDelegation Planning given work deliberatelyDelegation Planning given work deliberately in order to optimise learning value in order to optimise learning value

Three parts to the facilitation spectrum Three parts to the facilitation spectrum

Supporting - doing nothing, questioning to clarify and silence.Supporting - doing nothing, questioning to clarify and silence.

Persuading - questioning to prompt change, sharing ideas,Persuading - questioning to prompt change, sharing ideas, questioning to move things on, suggestingquestioning to move things on, suggesting actions, choices or paths.actions, choices or paths.

Directing - guiding, making choices and decisions.Directing - guiding, making choices and decisions.

SourceSource: Trevor Bentley: Trevor Bentley

Three key variables for successful Three key variables for successful learning and developmentlearning and development

Desire - the degree of ‘want’ required.Desire - the degree of ‘want’ required.

Opportunity - the time and support needed.Opportunity - the time and support needed.

Competence - the capability to deliver.Competence - the capability to deliver.


Reg Revan’s action learning formula Reg Revan’s action learning formula

L = P + QL = P + QWhere: L is learningWhere: L is learning P is programmed knowledgeP is programmed knowledge

Q is questioning insightQ is questioning insight

Source: Reg RevansSource: Reg Revans

Four types of learner

SleepersWarriorsAdventurersSages Source: David Megginson

Four key criteria on assessing competenceFour key criteria on assessing competence

AuthenticityAuthenticity

RelevanceRelevance

CurrencyCurrency

SufficiencySufficiency

Four managerial roles to encourage learningFour managerial roles to encourage learning

Role modelRole model

ProviderProvider

System builderSystem builder

ChampionChampion

Source: Peter HoneySource: Peter Honey

Four blocks to developmentFour blocks to development

Unrewarding organisationsUnrewarding organisations

Preventive line managersPreventive line managers

Passive participantsPassive participants

Trainers who are not developersTrainers who are not developers


Four learner temperamentsFour learner temperaments

ArtisansArtisans

RationalsRationals

IdealistsIdealists

GuardiansGuardians

Source: David KeirseySource: David Keirsey

Four critical elements of Four critical elements of learninglearning

MotivationMotivation

ReinforcementReinforcement

RetentionRetention

TransferenceTransference

From: Stephen LiebFrom: Stephen Lieb

Learningdifficulty

Competitive advantage from difficult learning

LowLow

High

HighValue to the organisation

High difficultyLow value

High difficultyHigh value

Low difficultyHigh value

Low difficultyLow value

Four essentials for transfer of Four essentials for transfer of learninglearning

AssociationAssociationLinking new learning with what is already knownLinking new learning with what is already known

SimilaritySimilarityReinforcing a known, logical framework or patternReinforcing a known, logical framework or pattern

Degree of original learningDegree of original learningHigh impact of the new learningHigh impact of the new learning

Critical attributesCritical attributesLearning content has material extremely beneficial toLearning content has material extremely beneficial tothe job the job



Four stages of appreciative inquiryFour stages of appreciative inquiry

Discovery: what is working at the moment?Discovery: what is working at the moment?

Dream: what is the best that can happen?Dream: what is the best that can happen?

Design: how can the vision be achieved? Design: how can the vision be achieved?

Destiny: how can the design emerge naturally, Destiny: how can the design emerge naturally,

collaboratively, and using existing resources?collaboratively, and using existing resources?

Source: Carol WilsonSource: Carol Wilson

Four categories from which we choose our behaviourFour categories from which we choose our behaviour

Automatic behaviour Automatic behaviour

Habits or comfortable ways of doing thingsHabits or comfortable ways of doing things

A back up repertoire A back up repertoire

That we turn to when our automatic behaviours That we turn to when our automatic behaviours

are not working to achieve the results we needare not working to achieve the results we need

A creative zoneA creative zone

Our ability to come up with something new from behaviours we already haveOur ability to come up with something new from behaviours we already have

A new learning capabilityA new learning capability

The ability to learn new behavioursThe ability to learn new behaviours

Four learning stylesFour learning styles

ActivistActivist

ReflectorReflector

TheoristTheorist

PragmatistPragmatist

Source: Honey and MumfordSource: Honey and Mumford

Four levels of evaluationFour levels of evaluation

ReactionReaction

LearningLearning

Job behaviour changeJob behaviour change

Organisation Development Organisation Development

Source: Donald KirkpatrickSource: Donald Kirkpatrick

Four levels of learningFour levels of learning

Unconscious incompetenceUnconscious incompetence We don’t know what we don’t knowWe don’t know what we don’t know

Conscious incompetenceConscious incompetence We know what we don’t knowWe know what we don’t know

Conscious competenceConscious competence We know what we knowWe know what we know

Unconscious competenceUnconscious competence We don’t know what we knowWe don’t know what we know

Four questions around the training Four questions around the training cyclecycle

How best can and development needs be identified?How best can and development needs be identified?

What needs to be taken into account whenWhat needs to be taken into account whendesigning learning events to meet those needs?designing learning events to meet those needs?

What must be considered when decided on the bestWhat must be considered when decided on the bestmeans to implement a solution to the design?means to implement a solution to the design?

What questions must be answered in terms of theWhat questions must be answered in terms of theevaluation of the outcomes of the event/s? evaluation of the outcomes of the event/s?


Four parts to the Investors Four parts to the Investors in People Standardin People Standard

CommitmentCommitment

PlanningPlanning

ActionAction

EvaluationEvaluation

Four Parts to the classic Four Parts to the classic development modeldevelopment model

Identify learning needsIdentify learning needs

Design the learning eventDesign the learning event

Implement the eventImplement the event

Evaluate value of applied learning Evaluate value of applied learning

Four stages to the learning Four stages to the learning cyclecycle

Having an experienceHaving an experience

ReviewingReviewing

Concluding Concluding

Planning application of the learningPlanning application of the learning

Source: Honey and MumfordSource: Honey and Mumford

Kolb’s four learning stylesKolb’s four learning styles

Active experimentationActive experimentation

Reflective observationReflective observation

Concrete experienceConcrete experience

Abstract conceptualisationAbstract conceptualisation

SourceSource: David Kolb: David Kolb

Four early stages to starting an Four early stages to starting an assignment assignment

Establish rapportEstablish rapport

Question to understand the client’s needsQuestion to understand the client’s needs

Demonstrate an ability to deliverDemonstrate an ability to deliver

Obtain commitment to get startedObtain commitment to get started

SourceSource: John Burdett: John Burdett

Four learner types Four learner types

InnovativeInnovative

AnalyticAnalytic

Common senseCommon sense

DynamicDynamic

Source: McCarthySource: McCarthy

Four tough evaluation questionsFour tough evaluation questions

Has the training led to the relevant learning?Has the training led to the relevant learning?

Has the learning been transferred to the job?Has the learning been transferred to the job?

Have new skills and knowledge become an integratedHave new skills and knowledge become an integratedand permanent part of the learner’s job performance?and permanent part of the learner’s job performance?

Has the training been cost effective?Has the training been cost effective?

Source: Marguerite FoxonSource: Marguerite Foxon

Four principles of learner-centred designFour principles of learner-centred design

Learners are responsible for their own learningLearners are responsible for their own learning

Training is the process of helping people to learn, but notTraining is the process of helping people to learn, but notnecessarily meeting their conditioned responses to learningnecessarily meeting their conditioned responses to learning

The learning opportunities should provide the greatestThe learning opportunities should provide the greatestamount of choice and freedom in how learners learnamount of choice and freedom in how learners learn

The learning opportunity should be fun-filled and free from The learning opportunity should be fun-filled and free from fear and embarrassmentfear and embarrassment

Source: Trevor BentleySource: Trevor Bentley

Four options to prompt Four options to prompt learninglearning

AppeasementAppeasement

AccommodationAccommodation

ChallengeChallenge

ConfrontationConfrontation


Five elements to the ADDIE modelFive elements to the ADDIE model

A A nalysisnalysis

D D esignesign

D D evelopmentevelopment

I I mplementationmplementation

E E valuationvaluation

Five challenges for learnersFive challenges for learners

Learning to learnLearning to learn

Transfer of learningTransfer of learning

Clarity of learningClarity of learning

BehaviourBehaviour

Taking opportunities Taking opportunities


Five environmental influences on learningFive environmental influences on learning

Your managerYour manager

The organisational cultureThe organisational culture

PeersPeers

OpportunitiesOpportunities


Five influences on the motivation to learnFive influences on the motivation to learn

BeliefsBeliefs

EnthusiasmEnthusiasm

CuriosityCuriosity

CourageCourage

ResilienceResilience


The 5 rs of lifelong learningThe 5 rs of lifelong learning

ResourcesfulnessResourcesfulness

RememberingRemembering

ResilienceResilience

ReflectionReflection

ResponsivenessResponsiveness Bill LucasBill Lucas

Five reasons to evaluateFive reasons to evaluateProving Convincing stakeholders that training is making Proving Convincing stakeholders that training is making a necessary contributiona necessary contribution

Improving To highlight how training activities can be Improving To highlight how training activities can be improvedimproved

Ritual Going through the motions - not meaningfulRitual Going through the motions - not meaningful

Controlling Ensuring standards and quality are maintainedControlling Ensuring standards and quality are maintained throughout a training activitythroughout a training activity

Learning Determining what individuals have learnedLearning Determining what individuals have learned

From: Mark Easterby-SmithFrom: Mark Easterby-Smith

Five early stages in getting development Five early stages in getting development rightright

Agree desired changes in organisational effectivenessAgree desired changes in organisational effectiveness

Set criteria against which to measure progress towardsSet criteria against which to measure progress towardsthe desired statethe desired stateDefine the skills and other resources necessaryDefine the skills and other resources necessary

Assess the existing skills and resourcesAssess the existing skills and resources

Implement the development interventionImplement the development intervention

Source: Peter Bramley Source: Peter Bramley

Reg Revan’s five stages of learningReg Revan’s five stages of learning SurveySurvey

HypothesisHypothesis

ActionAction

InspectionInspection

IncorporationIncorporation

Five rules when coaching Five rules when coaching high performershigh performers

Quickly get their attentionQuickly get their attention

Demand commitmentDemand commitment

Connect via a common languageConnect via a common language

Hit hard enough to hurtHit hard enough to hurt

Engage curiosity and competitive instinctsEngage curiosity and competitive instincts

Source: Ludenes and ErlandsonSource: Ludenes and Erlandson

The virtuous learning cycleThe virtuous learning cycle

A focus on effectiveness leading to…A focus on effectiveness leading to…

Strong perception of relevance, leading to... Strong perception of relevance, leading to...

Immediate application of learning, leading to…Immediate application of learning, leading to…

Rewards from that application and use, leading to…Rewards from that application and use, leading to…

Enthusiasm for further learning.Enthusiasm for further learning.

Source: Alan Mumford Source: Alan Mumford

Six methods to move adults Six methods to move adults to mature learnersto mature learners

From dependency to autonomyFrom dependency to autonomy

From ignorance to insightFrom ignorance to insight

From using shallow abilities to deep abilitiesFrom using shallow abilities to deep abilities

From selfishness to altruismFrom selfishness to altruism

From a need for certainty to a tolerance of From a need for certainty to a tolerance of ambiguity ambiguity

Source: Malcolm KnowlesSource: Malcolm Knowles

Six principles of adult Six principles of adult learninglearning

Adults are autonomous and self-directedAdults are autonomous and self-directed

Adults need to connect new learning with previousAdults need to connect new learning with previouslife experiences and knowledgelife experiences and knowledgeAdults are goal-oriented - and will look for thisAdults are goal-oriented - and will look for thisAdults are relevancy-orientedAdults are relevancy-orientedAdults are practical - seeking application of learningAdults are practical - seeking application of learningAdults need respect and recognition for what they Adults need respect and recognition for what they can contributecan contribute

From: Malcolm KnowlesFrom: Malcolm Knowles

Six threads for learningSix threads for learning

Ambition, which when properly focused, is an assetAmbition, which when properly focused, is an asset

Adaptability, the ability to work with others and respond toAdaptability, the ability to work with others and respond todifferent challengesdifferent challenges

Resourcefulness, the ability to use good judgement inResourcefulness, the ability to use good judgement indifferent situations different situations

Faith, both in yourself, and your teamFaith, both in yourself, and your team

Fight - the ability to pick yourself up and try againFight - the ability to pick yourself up and try again

Patience, reliability, integrity, honesty and sincerityPatience, reliability, integrity, honesty and sincerity

Source: Kaye and KleinerSource: Kaye and Kleiner

Six keys to value added developmentSix keys to value added development

Everything is driven by business needsEverything is driven by business needs

All activities help achieve organisational goals All activities help achieve organisational goals

Providing people with skills and knowledgeProviding people with skills and knowledgeneeded to improve personal performance needed to improve personal performance Assessing the readiness of the workplace to Assessing the readiness of the workplace to support learning skillssupport learning skills

Achieve management acceptance of responsibility for aAchieve management acceptance of responsibility for asupportive workplace that encourages the application ofsupportive workplace that encourages the application oflearninglearning

Measurable results that can be tracked Measurable results that can be tracked

Source: Robinson and Robinson Source: Robinson and Robinson

Six big problems with training and Six big problems with training and developmentdevelopment

A failure to identify the specific needs of learners and forA failure to identify the specific needs of learners and for learners to own their own development needslearners to own their own development needs

Objectives set by trainers, rather than the learnersObjectives set by trainers, rather than the learners Little acceptance by learners of the need to take responsibility for their own Little acceptance by learners of the need to take responsibility for their own

developmentdevelopment Constraints of time for preparation and participation inConstraints of time for preparation and participation in learning eventslearning events A failure to follow through learning beyond an event or courseA failure to follow through learning beyond an event or course

Failing to achieve high value via transfer of the learningFailing to achieve high value via transfer of the learning

FromFrom: Jeff Gold: Jeff Gold

Six barriers to learningSix barriers to learning

PerceptualPerceptual

CulturalCultural

Emotional-motivationalEmotional-motivational

IntellectualIntellectual

ExpressiveExpressive

Environmental Environmental

Source: Temporal and BoydellSource: Temporal and Boydell

Six questions on self directed learningSix questions on self directed learning

Do people really want to be self directing?Do people really want to be self directing?

Is everyone capable of being a self directed learner?Is everyone capable of being a self directed learner?

Is self directed learning the best option always?Is self directed learning the best option always?

Does top management, with its emphasis on personal Does top management, with its emphasis on personal accountability for results, really buy into it?accountability for results, really buy into it?Are trainers capable of learning to be facilitators of self Are trainers capable of learning to be facilitators of self directed learners? directed learners? Are learning contracts an essential ingredient of selfAre learning contracts an essential ingredient of selfdirected learning?directed learning?

Source: Brian Knowles Source: Brian Knowles

Six features of a learning logSix features of a learning log

Recognises value of learning from real world experiencesRecognises value of learning from real world experiences

Helps complete learning cycle, maximising learningHelps complete learning cycle, maximising learning

Helps plan future developmentHelps plan future development

Reinforces individual responsibility for developmentReinforces individual responsibility for development

Provides format for recording tangible evidence of learningProvides format for recording tangible evidence of learning

Recognises individual, unique nature of learning journey Recognises individual, unique nature of learning journey

From: BarclayFrom: Barclay

Six issues around managing your own learningSix issues around managing your own learning Our professional development is a unique and personal journeyOur professional development is a unique and personal journey

Real life provides more learning opportunities than are takenReal life provides more learning opportunities than are taken

Learning is a skilled process few of us have masteredLearning is a skilled process few of us have mastered

No-one will show more interest in your learning than you do!No-one will show more interest in your learning than you do!

Formal structured courses are not as significant as real workFormal structured courses are not as significant as real work

Truly managing your own learning should impress employersTruly managing your own learning should impress employers


Six parts to the consulting cycleSix parts to the consulting cycle Gain entryGain entry

Agree a working contractAgree a working contract

Data collection, analysis and diagnosisData collection, analysis and diagnosis

Feedback to client and decisions made on actionsFeedback to client and decisions made on actions

ImplementationImplementation

Follow-up and evaluation of outcomesFollow-up and evaluation of outcomes

Six musts for a coachSix musts for a coach

TrustTrust

Mutual respectMutual respect

A sense of common purposeA sense of common purpose

IntegrityIntegrity

OpennessOpenness

Honesty Honesty

Source: John BurdettSource: John Burdett

Seven coaching Seven coaching competenciescompetencies

Framing questions that make learners think deeplyFraming questions that make learners think deeply

Being a resource - removing barriers to learningBeing a resource - removing barriers to learning

Holding back, not providing all the answersHolding back, not providing all the answers

Creating and promoting a learning environmentCreating and promoting a learning environment

Using analogies, scenarios and examplesUsing analogies, scenarios and examples

Engaging others to support the learning applicationEngaging others to support the learning application

Providing feedback constructively Providing feedback constructively

Source: Ellinger and BostrumSource: Ellinger and Bostrum

SevenSeven important coaching skills important coaching skills

AttendingAttending Giving and receiving feedbackGiving and receiving feedback

Drawing outDrawing out

SilenceSilence Suspending judgementSuspending judgement

Recognising and expressing feelingsRecognising and expressing feelings ParaphrasingParaphrasing

Source: David MegginsonSource: David Megginson

Seven principles when helping Seven principles when helping people to learnpeople to learn

People know more then they think they knowPeople know more then they think they know

Everyone has resources for improving performanceEveryone has resources for improving performance

Useful questions are worth more than commandsUseful questions are worth more than commands

Each person is responsible for their own contributionEach person is responsible for their own contributionto the organisationto the organisationEvery setback provides a learning opportunityEvery setback provides a learning opportunityExperiments precede learningExperiments precede learningChallenging but achievable goals bring out the bestChallenging but achievable goals bring out the best in people in people

Source: King and EatonSource: King and Eaton

Seven key issues around CPDSeven key issues around CPD The value of developmental outcomes mean more than inputsThe value of developmental outcomes mean more than inputs

We learn a lot more from everyday learning than structuredWe learn a lot more from everyday learning than structured

For true CPD points must not make prizesFor true CPD points must not make prizes

The true professional is a reflective practitionerThe true professional is a reflective practitioner

Learning organisations require learning peopleLearning organisations require learning people

All work and activity is inherently developmentalAll work and activity is inherently developmental

Staying competent matters more than passing exams years agoStaying competent matters more than passing exams years ago


Seven levels of interest in your own Seven levels of interest in your own developmentdevelopment

I have development needs, but I’m not interested in workingI have development needs, but I’m not interested in workingon them.on them.I have development needs, but I don’t know what they are.I have development needs, but I don’t know what they are.

I have development needs, I know what they are, but refuseI have development needs, I know what they are, but refuseto do anything about them.to do anything about them.I have development needs, I know what they are, but I need a push to do anything I have development needs, I know what they are, but I need a push to do anything

about them.about them.

I know about my development needs, I’m motivated to doI know about my development needs, I’m motivated to dosomething, but I don’t know how to go about it.something, but I don’t know how to go about it.I know about my development needs, I’m motivated to doI know about my development needs, I’m motivated to dosomething, and I’m doing so.something, and I’m doing so.I have no development needs.I have no development needs.

Source: Leslie RaeSource: Leslie Rae

The STRETCH model of coachingThe STRETCH model of coaching

S S et the contextet the context

T T ransfer issues to the learner - ensure ownershipransfer issues to the learner - ensure ownership

RR evisit what outstanding performance looks like evisit what outstanding performance looks like

EE stablish what’s in it for the learner stablish what’s in it for the learner

T T ake time to agree what specifically must changeake time to agree what specifically must change

C C atch them doing something right - praise and rewardatch them doing something right - praise and reward

HH ave time set aside to celebrate success ave time set aside to celebrate success

Source: John BurdettSource: John Burdett

Seven ways to manage a Seven ways to manage a consultantconsultant

Check the consultant’s credentialsCheck the consultant’s credentials

Clearly specify your needsClearly specify your needs

Ensure a positive organisational fitEnsure a positive organisational fit

Clarify evaluation arrangements and outcomesClarify evaluation arrangements and outcomes

Monitor closely - especially new consultantsMonitor closely - especially new consultants

Give clear feedback to the consultant throughoutGive clear feedback to the consultant throughout

Be prepared to ask awkward questionsBe prepared to ask awkward questions

Source: Phil LewisSource: Phil Lewis

Coaching - seven sport and Coaching - seven sport and organisational analogiesorganisational analogies

Emphasis on excellenceEmphasis on excellencePutting high value on persistencePutting high value on persistenceStressing self-relianceStressing self-relianceEmbracing competitionEmbracing competitionEncouraging comradeshipEncouraging comradeshipMassive motivation to win - to be the bestMassive motivation to win - to be the bestHuge satisfaction for winnersHuge satisfaction for winners

Source: David MegginsonSource: David Megginson

Eight reasons to hire a ConsultantEight reasons to hire a Consultant Lack of client expertise or competence – real or feltLack of client expertise or competence – real or felt

Someone expendable to blameSomeone expendable to blame

Lack of internal credibility despite competenceLack of internal credibility despite competence

Too busy to do it myselfToo busy to do it myself

To strengthen own internal positionTo strengthen own internal position

Disinterest – give the job to someone elseDisinterest – give the job to someone else

To plagiarise ideas, material and methods To plagiarise ideas, material and methods

To buy in a ‘big name’ To buy in a ‘big name’

Eight sources of competence evidenceEight sources of competence evidence ObservationObservation

SimulationSimulation

Product of workProduct of work

Project/assignmentProject/assignment

Oral/written questionsOral/written questions

Statement or reportStatement or report

Witness testimonyWitness testimony

Accreditation of prior learning Accreditation of prior learning

Eight behaviours of the best Eight behaviours of the best coachescoaches

They can: They can:

Listen fully and with real interest and concern for the learnerListen fully and with real interest and concern for the learner

Communicate a genuine empathy and understandingCommunicate a genuine empathy and understanding

Adjust to another environment, terminology and work habitsAdjust to another environment, terminology and work habits

Set challenging yet realistically high expectationsSet challenging yet realistically high expectations

Diagnose accurately ‘what is going on’ and see ways forwardDiagnose accurately ‘what is going on’ and see ways forward

Develop a shared interest in the learner and their issuesDevelop a shared interest in the learner and their issues

Experiment and explore, suspending judgements Experiment and explore, suspending judgements

Find patterns in information and processes Find patterns in information and processes

From: Paul PohlmanFrom: Paul Pohlman

Eight learning skillsEight learning skillsSkilled learners:Skilled learners:

Anticipate and prepare for a learning experienceAnticipate and prepare for a learning experience

Recognise and fully exploit a learning experience Recognise and fully exploit a learning experience

Seek out new learning - they don’t wait passively for thisSeek out new learning - they don’t wait passively for this

Take risks and innovate - within parametersTake risks and innovate - within parameters

Look for, and appropriately accept help and feedbackLook for, and appropriately accept help and feedback

Are Are constructively constructively self analytical and criticalself analytical and critical

Filter new learning, making associations and connections Filter new learning, making associations and connections Overcome barriers and obstacles to their learningOvercome barriers and obstacles to their learning


Eight roles for interventionist developersEight roles for interventionist developersDiagnosing Helping to diagnose & specify the needDiagnosing Helping to diagnose & specify the needTranslating Determining your specific contributionTranslating Determining your specific contribution

Designing Designing learning strategies & methodsDesigning Designing learning strategies & methods

Resourcing Developing & organising development Resourcing Developing & organising development resourcesresourcesImplementing Creating the acquisition of learningImplementing Creating the acquisition of learning

Enabling Assisting the application of the learningEnabling Assisting the application of the learningCatalysing Organising and maximising value of supportCatalysing Organising and maximising value of support

Evaluating Evaluating organisational results & outcomesEvaluating Evaluating organisational results & outcomes

From: J JonesFrom: J Jones

Eight things coaches do wellEight things coaches do well Create rapport and give undivided attentionCreate rapport and give undivided attention

Help set clear goals to ensure positive outcomesHelp set clear goals to ensure positive outcomes

Ensure learners drive the process - never ‘over-helping’Ensure learners drive the process - never ‘over-helping’

Clarify objectives and deadlines Clarify objectives and deadlines

Praise skilfully and genuinely, reinforcing positive effortPraise skilfully and genuinely, reinforcing positive effort

Give feedback well, both observation and interpretationGive feedback well, both observation and interpretation

Provide appropriate structure that supports learning Provide appropriate structure that supports learning Intuitively seeing when to change a plan or directionIntuitively seeing when to change a plan or direction

From: Daniel RobinFrom: Daniel Robin

Eight behaviours for professional development

CuriosityDecisive thinkerDriven to deliverSkilled influencerCollaborativePersonally credibleCourage to challengeRole model

Nine problems with ‘conventional’ trainingNine problems with ‘conventional’ training

Practice does not make perfectPractice does not make perfect

Tenure does not guaranty competenceTenure does not guaranty competence

Experience can be a poor teacherExperience can be a poor teacher

Learning by mistakes is a waste of timeLearning by mistakes is a waste of time

Trial and error learning is inefficientTrial and error learning is inefficient

Systems can’t change peopleSystems can’t change people

Bosses are often poor modelsBosses are often poor models

Self study isn’t enoughSelf study isn’t enough

Training alone will not produce behaviour change Training alone will not produce behaviour change

SourceSource: William Byham: William Byham

Ten characteristics of an excellent Ten characteristics of an excellent training functiontraining function

A clear vision of the goal and mission of trainingA clear vision of the goal and mission of training

Activities tightly linked to organisational objectivesActivities tightly linked to organisational objectives

Line management commitment and involvementLine management commitment and involvement

Excellent management practice within the training functionExcellent management practice within the training function

An emphasis on reality and practicalityAn emphasis on reality and practicality

Use of multiple sources to assist themUse of multiple sources to assist them

Consistency of deliveryConsistency of delivery

A strong sense of urgencyA strong sense of urgency

The achievement of critical mass - real impactThe achievement of critical mass - real impact

Thorough evaluation of results and attribution of outcomesThorough evaluation of results and attribution of outcomes

From: John ZengerFrom: John Zenger

A great definition of training A great definition of training

“ “Training is concerned with providing an Training is concerned with providing an individual with the opportunity to learn individual with the opportunity to learn what s/he needs to in order to do their what s/he needs to in order to do their job more effectively” job more effectively”

Source: Megginson and Pedler Source: Megginson and Pedler

A definition of learning

Documents

types of learning learning

developers source

insight source

survival source

experimentation source

successful learning

intelligence learning

learning value