Delivering L & D Activities (DLA)

1. Delivering L & D Activities (DLA)

2. Learning objectives By the end of the unit, you will: • be able to create an environment conducive to learning • be able to plan and deliver learning and development programme activity to individuals and groups • know how to review learning and development activities

3. Programme (Day 1) • 9.30 Welcome back • 9.45 Session 1: Creating a conducive learning environment • 11.00 Break • 12.00 Session 2: Delivery methods and resources • 12.45 Lunch • 13.45 Session 2 Cont/… • 14.10 Session 3: Delivery skills • 15.15 Break • 16.00 Session 4 Assessment and Evaluation of L&D Activities • 16.30 Assessment briefing • 17.00 Summary and close

4. Programme (Day 2) • 9.30 Welcome back • 9.45 - Delivery of sessions inc. breaks and 16.00 lunch • 16.00 Plenary review of sessions • 16.30 Assessment briefing • 17.00 Summary and close

5. Day 1

6. The Systematic Learning Cycle Non-L&D needs Organisation goals Gap in performance Identifying L&D needs (LNA) Evaluating L&D solutions Implementing L&D solutions Setting L&D objectives Preparing and designing L&D solutions

7. Refresher - factors affecting L&D design Amount HR Objectives L&D objectives Learning objectives Timing Organisational & national culture Learning styles Payee (eg; internal cross-charge) Trainer/facilitator skill Size of group & dynamics • Coaching • Mentoring • ‘ Sitting by Nellie’/work-based learning • Group training • Virtual learning • CBT/e-learning • Action learning • Self study, etc Job role Delivery methods available & facilities Legislation Learning need ASK Attitude Skill Knowledge • Location • Room size & layout • Equipment L&D solution duration/no. events/one-off vs. series Experience & previous L&D Immediacy of need

8. Creating a conducive learning environment SESSION 1

9. Principles of andragogy(Knowles, 1990) • adult learners bring a great deal of experience to the learning environment. Educators can use this as a resource • adults expect to have a high degree of influence on what and how they are to be taught / developed • adults enjoy active participation when learning • adults need to be able to see applications for new learning • adult learners expect to have a high degree of influence on how learning will be evaluated

10. Principles of andragogy(Knowles, 1990, cont’d) • adults expect their responses to be acted upon when asked for feedback on the progress of the intervention • adults like constructive feedback that helps their development • adults welcome opportunities to practice at their own pace • adults do not appreciate feeling ‘lost’ • adults welcome sharing ideas / learning from others

11. Activity 1 Small groups. 20 mins. Plenary feedback. Identify the subsequent implications of adult principles of learning (Knowles) for the delivery of L&D activities

12. Barriers to learning Learner resistance (eg; previous L&D experience) Lack of budget Lack of senior management support/organisational culture Preferred learning style Learner Environmental Unclear objectives and poor design Physical environment /lack of or inappropriate use of resources Poor access to/lack of opportunity for, learning Lack of knowledge (Unconscious Incompetence) Learning disability

13. Overcoming barriers to learning

14. Overcoming barriers to learning

15. Relevant employment legislation – UK/EU

16. Activity 2 Small groups. 30 mins. Plenary feedback. • using the post-it notes provided, identify the areas of law that specific issues fall under as practical implications for delivery of L&D activities • add any additional issues on post-it notes and place under the relevant area of employment law

17. Designing learning objectives Resourcing Objectives Reward Objectives Relations Individual Objectives (PDP, etc) S M A R T

18. Experiential learning & learning styles (Kolb & Fry, 1975 and Honey & Mumford, 1986) Activist Feeling Watching Doing Pragmatist Reflector Thinking ‘Quality’ of learning Theorist

19. Activity 3 Small groups. 30 mins. Discuss the implications for delivery of L&D solutions as a result of Honey & Mumford’s Preferred Learning Styles. Consider also how national culture might also affect learning styles. Put your answers in flipchart

20. Accommodating preferred learning styles • interested in the ‘here and now' • gregarious • seek challenge and immediate • experience • open-minded • bored with implementation • stand back' • gather data, ponder and analyse • delay reaching conclusions • listen before speaking • seek and try out new ideas • practical, down-to-earth • enjoy problem solving and • decision-making • quickly bored with long discussions • think things through in logical steps • assimilate disparate facts into • coherent theories • rationally objective • reject subjectivity and flippancy (Adapted from Honey & Mumford, 1976)

21. The influence of national culture on learning styles and theory Lewis (1990) – Cross Culture Model e.g.. France, Italy (people oriented) e.g.. Germany, Sweden (data oriented) e.g.. Japan, China (listening oriented)

22. Right brain/left brain activity • Left • logical/sequential • rational • analytical • objective • looks at parts • Right • random • intuitive/creative • holistic/synthesising • subjective • looks at wholes

23. Delivery methods & resources SESSION 2

24. Delivery methods & resources Location/Room Self-study Action Learning Equipment Trainer/ Facilitator CBT/e-learning Facilitation Materials

25. Delivery methods and resources Coaching/Mentoring Coaching ‘developing a person’s skills and knowledge so that their job performance improves, hopefully leading to the achievement of organisational objectives. It targets high performance and improvement at work, although it may also have an impact on an individual’s private life. It usually lasts for a short period and focuses on specific skills and goals.’ CIPD, November 2009 Mentoring ‘Traditionally, mentoring is the long term passing on of support, guidance and advice. In the workplace it has tended to describe a relationship in which a more experienced colleague uses their greater knowledge and understanding of the work or workplace to support the development of a more junior or inexperienced member of staff.’ CIPD, November 2009

26. Delivery methods and resourcesCoaching/Mentoring – the differences

27. Delivery methods and resources ‘Sitting by Nellie’/work-based learning • ‘Sitting by Nellie’ – sitting directly by job holder and observing/doing • job shadowing • job secondment • observation and practice

28. Delivery methods and resourcesGroup Training • most common form of delivery • traditional classroom-based learning with trainer and group of delegates • can vary between instruction and presentation through to a more facilitated approach • mixture of trainer –led input, individual and group interaction

29. Delivery methods and resourcesVirtual learning • internet based • real-life simulated environments for ‘safe’ practice • supportive VLE (Virtual Learning Environments – often in educational context) • learning through mobile technology (for example; podcasts) – mobile phones, MP3’s, and so on • learners dispersed geographically when learning • can run in conjunction with other methods (for example; action learning, provision of supplementary resources to complement group training)

30. Delivery methods and resourcesCBT/e-learning • typically, instruction delivered on a computer via internet or CD-ROM in a specific organisational setting • self paced or instructor led • includes media in the form of text, CD, DVD, streaming video, and audio • builds user knowledge to improve organisational functioning

31. Delivery methods and resourcesAction learning • action learning sets (often facilitated) • equality • ‘real work’ focus • styles of learning • input on theory and/or knowledge • ‘sponsorship’ from senior management

32. Delivery methods and resources Self-study/development • driven by individual • often linked to CPD (continuous professional development) • range of learning activities – reading, research, out of work training, observation, etc • often non-work based (intended to encourage learning skills and improve ‘ability to learn’) • generally controlled by individual • often ‘sold’ as additional benefit to employee through ‘total reward’ packages with certain amount of financial assistance from employer

33. Activity 4 Small groups. 15 mins. Feedback onto flipchart. Having discussed briefly the various delivery methods that can be utilised in L&D activites, discuss the likely implications for delivery of the method identified for your group by your tutor

34. Planning the physical environment • location/venue – on-site/off-site/remote • room size • room layout • equipment and visual aids – amount, type, positioning, etc • group size • natural daylight/lighting/temperature, and so on

35. Planning the physical environmentRoom layout – group training

36. Planning the physical environment (cont’d) • health and safety issues • physical access to venue/room • trainer/facilitator ‘space’ for movement/top table, and so on

37. Delivery skills SESSION 3

38. Setting ground rulesUsing group development

39. Sequencing & ‘signposting’ Begin with the end in mind If you don’t know where you are going, how will you know when you have got there?

40. Signposting – the ‘3 T’s’

41. Timing • manage your own and learners timing – set ground rules and stick to • be realistic – 20 minute ‘chunks’ (building blocks) of content – content amount vs. time available • contingencies - plan in ‘down time’, lost time between activities or detailed feedback following exercises • be prepared to adjust delivery as L&D intervention progresses

42. Managing group dynamics and behaviourThe keys to success • understanding human behavioural drivers – why are your learners there? What are their objectives? • ‘good’ design in the first place • appreciating the individual and environmental factors specific to each learning intervention that can influence learning retention and transfer • observing dynamics between learners as the intervention progresses • effective timely use of visual aids and points of learner interaction

43. Managing group dynamics and behaviour (cont’d)The keys to success • subtlety in trainer/facilitator control vs. overt control when necessary • physical movement and non-verbal communication (inc. body language) of trainer/facilitator • verbal communication – tone, articulation, pace, words used, questioning, silence • adapting non verbal and verbal communication when not face to face

44. Managing group dynamics and behaviour Personality and Behaviour Behaviour Seen Unseen Personality

45. Managing group dynamics and behaviourPower Trainer/Facilitator EXCHANGE Learner

46. Managing group dynamics and behaviourTransactional Analysis (TA) Based on E.Berne, 1958, ‘The Games People Play’. Diagram taken from www.chennaibest.com

47. Managing group dynamics and behaviourUsing Neuro-linguistic Programming (NLP) & VAK • learns best from seeing and reading • language pattern – “I see what you are • saying”, “if you see it from my side”, “that • looks good to me” • learns best from listening and • speaking  • language pattern – “I’m all ears”; “I • like the sound of that”; “I hear what • you are saying” Representational Systems/VAK learning styles • learns best from problem-solving, • reasoning and structure • language pattern – “let’s take this • step by step”’, “if you look at it logically”, • “it doesn’t make sense to me” • learns best form touching and • doing   • language pattern – “I can get a • grip on that”, “it feels right to me”

48. Creating rapport and interaction The importance of non-verbal communication(The ‘55-38-7 Rule’) Mehrabian, Albert (1971). Silent Messages

49. Creating rapport and interactionUtilisation of space = Personal space

50. Creating rapport and interaction Eye contact ‘The Lighthouse Effect’