1. A definition of learning A 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 Russell From: Tim Russell

2. “Learning is not compulsory – neither is survival” “Learning is not compulsory – neither is survival” Source: W E Deming Source: W E Deming

3. Two consultative styles Two consultative styles Authoritative Authoritative Confrontative Confrontative Informative Informative Prescriptive Prescriptive Facilitative Facilitative Supportive Supportive Catalytic Catalytic Cathartic Cathartic Source: John Heron Source: John Heron

4. Two simple learning models Two simple learning models E xplanation E xplanation D emonstration D emonstration P ractice P ractice M emorise M emorise U nderstand U nderstand D o D o Source: Lynda Ford

5. Three types of learning Learning from the present: intelligence Learning from the past: experience Learning from the future: experimentation Source: Abidi Source: Abidi

6. Three principles to the ‘Investors in People’ standard Three principles to the ‘Investors in People’ standard ReviewPlanDo Developing strategies to improve the Developing strategies to improve the performance of the organisation performance of the organisation Taking action to improve the performance Taking action to improve the performance of the organisation of the organisation Evaluating the impact of the performance Evaluating the impact of the performance of the organisation of the organisation

7. Three dimensions of reality within a learning event Three dimensions of reality within a learning event Content reality Content reality Process reality Process reality Environmental reality Environmental reality Source: Don Binstead Source: Don Binstead

8. Three issues underpinning learning Three issues underpinning learning Much of what we do as humans is habitual and unexamined. Even though we may have years of experience, few of us have developed an effective practice of learning from that experience. When we discover a successful way of doing something, we tend to hang on to it, even, or perhaps especially, when things have changed around us. Source: Bowerman and Collins Source: Bowerman and Collins

9. Three wise learning thoughts from Confucius Three wise learning thoughts from Confucius Hear and forget Hear and forget See and remember See and remember Do and understand Do and understand

10. Three ‘A’s for learning Three ‘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 Gibbons Source: Andrew Gibbons

11. Three types of professional Three types of professional Dynamo Dynamo Cruiser Cruiser Loser Loser Source: David Maister Source: David Maister

12. Three types professional time Three types professional time Income time Serving clients Income time Serving clients Investment time Creating your future Investment time Creating your future Individual time Everything else Individual time Everything else Source: David Maister Source: David Maister

13. Three issues around delegation Three issues around delegation Allocation Giving out work tasks Abdication Giving others work that should be done by the manager be done by the manager Delegation Planning given work deliberately in order to optimise learning value in order to optimise learning value

14. Three parts to the facilitation spectrum Three parts to the facilitation spectrum Supporting - doing nothing, questioning to clarify and silence. Persuading - questioning to prompt change, sharing ideas, questioning to move things on, suggesting questioning to move things on, suggesting actions, choices or paths. actions, choices or paths. Directing - guiding, making choices and decisions. Source : Trevor Bentley Source : Trevor Bentley

15. Three key variables for successful learning and development Three key variables for successful learning and development Desire - the degree of ‘want’ required. Opportunity - the time and support needed. Competence - the capability to deliver. Source: Andrew Gibbons Source: Andrew Gibbons

16. Reg Revan’s action learning formula Reg Revan’s action learning formula L = P + Q L = P + Q Where: L is learning P is programmed knowledge P is programmed knowledge Q is questioning insight Q is questioning insight Source: Reg Revans Source: Reg Revans

17. Four types of learner Sleepers Warriors Adventurers Sages Source: David Megginson

18. Four key criteria on assessing competence Four key criteria on assessing competence Authenticity Authenticity Relevance Relevance Currency Currency Sufficiency Sufficiency

19. Four managerial roles to encourage learning Four managerial roles to encourage learning Role model Role model Provider Provider System builder System builder Champion Champion Source: Peter Honey Source: Peter Honey

20. Four blocks to development Four blocks to development Unrewarding organisations Preventive line managers Passive participants Trainers who are not developers Source: Andrew Gibbons Source: Andrew Gibbons

21. Four learner temperaments ArtisansRationalsIdealistsGuardians Source: David Keirsey Source: David Keirsey

22. Four critical elements of learning Four critical elements of learning MotivationReinforcementRetentionTransference From: Stephen Lieb From: Stephen Lieb

23. Learning difficulty Competitive advantage from difficult learning Low High Value to the organisation High difficulty Low value High difficulty High value Low difficulty High value Low difficulty Low value

24. Four essentials for transfer of learning Four essentials for transfer of learning Association Linking new learning with what is already known Similarity Reinforcing a known, logical framework or pattern Degree of original learning High impact of the new learning Critical attributes Learning content has material extremely beneficial to the job From: Stephen Lieb From: Stephen Lieb

25. Four stages of appreciative inquiry Discovery: what is working at the moment? Dream: what is the best that can happen? Design: how can the vision be achieved? Destiny: how can the design emerge naturally, collaboratively, and using existing resources? collaboratively, and using existing resources? Source: Carol Wilson Source: Carol Wilson

26. Four categories from which we choose our behaviour Automatic behaviour Automatic behaviour Habits or comfortable ways of doing things Habits or comfortable ways of doing things 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 need are not working to achieve the results we need A creative zone Our ability to come up with something new from behaviours we already have Our ability to come up with something new from behaviours we already have A new learning capability The ability to learn new behaviours The ability to learn new behaviours

27. Four learning styles Four learning styles ActivistReflectorTheoristPragmatist Source: Honey and Mumford Source: Honey and Mumford

28. Four levels of evaluation Four levels of evaluation Reaction Reaction Learning Learning Job behaviour change Job behaviour change Organisation Development Organisation Development Source: Donald Kirkpatrick Source: Donald Kirkpatrick

29. Four levels of learning Four levels of learning Unconscious incompetence We don’t know what we don’t know We don’t know what we don’t know Conscious incompetence We know what we don’t know We know what we don’t know Conscious competence We know what we know We know what we know Unconscious competence We don’t know what we know We don’t know what we know

30. Four questions around the training cycle Four questions around the training cycle How best can and development needs be identified? What needs to be taken into account when designing learning events to meet those needs? What must be considered when decided on the best means to implement a solution to the design? What questions must be answered in terms of the evaluation of the outcomes of the event/s? Source: Andrew Gibbons Source: Andrew Gibbons

31. Four parts to the Investors in People Standard Four parts to the Investors in People Standard CommitmentPlanningActionEvaluation

32. Four Parts to the classic development model Four Parts to the classic development model Identify learning needs Design the learning event Implement the event Evaluate value of applied learning

33. Four stages to the learning cycle Four stages to the learning cycle Having an experience ReviewingConcluding Planning application of the learning Source: Honey and Mumford

34. Kolb’s four learning styles Kolb’s four learning styles Active experimentation Active experimentation Reflective observation Reflective observation Concrete experience Concrete experience Abstract conceptualisation Abstract conceptualisation Source : David Kolb Source : David Kolb

35. Four early stages to starting an assignment Four early stages to starting an assignment Establish rapport Question to understand the client’s needs Demonstrate an ability to deliver Obtain commitment to get started Source : John Burdett Source : John Burdett

36. Four learner types Four learner types Innovative Innovative Analytic Analytic Common sense Common sense Dynamic Dynamic Source: McCarthy Source: McCarthy

37. Four tough evaluation questions Four tough evaluation questions Has the training led to the relevant learning? Has the learning been transferred to the job? Have new skills and knowledge become an integrated and permanent part of the learner’s job performance? Has the training been cost effective? Source: Marguerite Foxon Source: Marguerite Foxon

38. Four principles of learner-centred design Four principles of learner-centred design Learners are responsible for their own learning Training is the process of helping people to learn, but not necessarily meeting their conditioned responses to learning The learning opportunities should provide the greatest amount of choice and freedom in how learners learn The learning opportunity should be fun-filled and free from fear and embarrassment Source: Trevor Bentley Source: Trevor Bentley

39. Four options to prompt learning Four options to prompt learning AppeasementAccommodationChallengeConfrontation Source: Andrew Gibbons Source: Andrew Gibbons

40. Five elements to the ADDIE model Five elements to the ADDIE model A nalysis D esign D evelopment I mplementation E valuation

41. Five challenges for learners Five challenges for learners Learning to learn Learning to learn Transfer of learning Transfer of learning Clarity of learning Clarity of learning Behaviour Behaviour Taking opportunities Taking opportunities Source: Peter Honey Source: Peter Honey

42. Five environmental influences on learning Five environmental influences on learning Your manager Your manager The organisational culture The organisational culture Peers Peers Opportunities Opportunities Source: Peter Honey Source: Peter Honey

43. Five influences on the motivation to learn Five influences on the motivation to learn Beliefs Beliefs Enthusiasm Enthusiasm Curiosity Curiosity Courage Courage Resilience Resilience Source: Peter Honey Source: Peter Honey

44. The 5 rs of lifelong learning The 5 rs of lifelong learning ResourcesfulnessRememberingResilienceReflectionResponsiveness Bill Lucas Bill Lucas

45. Five reasons to evaluate Five reasons to evaluate Proving Convincing stakeholders that training is making a necessary contribution a necessary contribution Improving To highlight how training activities can be improved improved Ritual Going through the motions - not meaningful Controlling Ensuring standards and quality are maintained throughout a training activity throughout a training activity Learning Determining what individuals have learned From: Mark Easterby-Smith From: Mark Easterby-Smith

46. Five early stages in getting development right Five early stages in getting development right Agree desired changes in organisational effectiveness Set criteria against which to measure progress towards the desired state Define the skills and other resources necessary Assess the existing skills and resources Implement the development intervention Source: Peter Bramley Source: Peter Bramley

47. Reg Revan’s five stages of learning Reg Revan’s five stages of learning SurveyHypothesisActionInspectionIncorporation

48. Five rules when coaching high performers Five rules when coaching high performers Quickly get their attention Demand commitment Connect via a common language Hit hard enough to hurt Engage curiosity and competitive instincts Source: Ludenes and Erlandson Source: Ludenes and Erlandson

49. The virtuous learning cycle The virtuous learning cycle A focus on effectiveness leading to… Strong perception of relevance, leading to... Immediate application of learning, leading to… Rewards from that application and use, leading to… Enthusiasm for further learning. Source: Alan Mumford Source: Alan Mumford

50. Six methods to move adults to mature learners Six methods to move adults to mature learners From dependency to autonomy From ignorance to insight From using shallow abilities to deep abilities From selfishness to altruism From a need for certainty to a tolerance of ambiguity Source: Malcolm Knowles Source: Malcolm Knowles

51. Six principles of adult learning Six principles of adult learning Adults are autonomous and self-directed Adults need to connect new learning with previous life experiences and knowledge Adults are goal-oriented - and will look for this Adults are relevancy-oriented Adults are practical - seeking application of learning Adults need respect and recognition for what they can contribute From: Malcolm Knowles From: Malcolm Knowles

52. Six threads for learning Six threads for learning Ambition, which when properly focused, is an asset Adaptability, the ability to work with others and respond to different challenges Resourcefulness, the ability to use good judgement in different situations Faith, both in yourself, and your team Fight - the ability to pick yourself up and try again Patience, reliability, integrity, honesty and sincerity Source: Kaye and Kleiner Source: Kaye and Kleiner

53. Six keys to value added development Six keys to value added development Everything is driven by business needs All activities help achieve organisational goals Providing people with skills and knowledge needed to improve personal performance Assessing the readiness of the workplace to support learning skills Achieve management acceptance of responsibility for a supportive workplace that encourages the application of learning Measurable results that can be tracked Source: Robinson and Robinson Source: Robinson and Robinson

54. Six big problems with training and development Six big problems with training and development A failure to identify the specific needs of learners and for A failure to identify the specific needs of learners and for learners to own their own development needs learners to own their own development needs Objectives set by trainers, rather than the learners Objectives set by trainers, rather than the learners Little acceptance by learners of the need to take responsibility for their own development Little acceptance by learners of the need to take responsibility for their own development Constraints of time for preparation and participation in Constraints of time for preparation and participation in learning events learning events A failure to follow through learning beyond an event or course A failure to follow through learning beyond an event or course Failing to achieve high value via transfer of the learning Failing to achieve high value via transfer of the learning From : Jeff Gold From : Jeff Gold

55. Six barriers to learning Six barriers to learningPerceptualCulturalEmotional-motivationalIntellectualExpressiveEnvironmental Source: Temporal and Boydell Source: Temporal and Boydell

56. Six questions on self directed learning Six questions on self directed learning Do people really want to be self directing? Is everyone capable of being a self directed learner? Is self directed learning the best option always? Does top management, with its emphasis on personal accountability for results, really buy into it? Are trainers capable of learning to be facilitators of self directed learners? Are learning contracts an essential ingredient of self directed learning? Source: Brian Knowles Source: Brian Knowles

57. Six features of a learning log Six features of a learning log Recognises value of learning from real world experiences Helps complete learning cycle, maximising learning Helps plan future development Reinforces individual responsibility for development Provides format for recording tangible evidence of learning Recognises individual, unique nature of learning journey From: Barclay From: Barclay

58. Six issues around managing your own learning Six issues around managing your own learning Our professional development is a unique and personal journey Real life provides more learning opportunities than are taken Learning is a skilled process few of us have mastered No-one will show more interest in your learning than you do! Formal structured courses are not as significant as real work Truly managing your own learning should impress employers Source: Andrew Gibbons Source: Andrew Gibbons

59. Six parts to the consulting cycle Six parts to the consulting cycle Gain entry Agree a working contract Data collection, analysis and diagnosis Feedback to client and decisions made on actions Implementation Follow-up and evaluation of outcomes

60. Six musts for a coach Six musts for a coachTrust Mutual respect A sense of common purpose IntegrityOpennessHonesty Source: John Burdett Source: John Burdett

61. Seven coaching competencies Seven coaching competencies Framing questions that make learners think deeply Being a resource - removing barriers to learning Holding back, not providing all the answers Creating and promoting a learning environment Using analogies, scenarios and examples Engaging others to support the learning application Providing feedback constructively Source: Ellinger and Bostrum Source: Ellinger and Bostrum

62. Seven important coaching skills Seven important coaching skills Attending Attending Giving and receiving feedback Giving and receiving feedback Drawing out Drawing out Silence Silence Suspending judgement Suspending judgement Recognising and expressing feelings Recognising and expressing feelings Paraphrasing Paraphrasing Source: David Megginson Source: David Megginson

63. Seven principles when helping people to learn Seven principles when helping people to learn People know more then they think they know Everyone has resources for improving performance Useful questions are worth more than commands Each person is responsible for their own contribution to the organisation Every setback provides a learning opportunity Experiments precede learning Challenging but achievable goals bring out the best in people in people Source: King and Eaton Source: King and Eaton

64. Seven key issues around CPD Seven key issues around CPD The value of developmental outcomes mean more than inputs We learn a lot more from everyday learning than structured For true CPD points must not make prizes The true professional is a reflective practitioner Learning organisations require learning people All work and activity is inherently developmental Staying competent matters more than passing exams years ago Source: Andrew Gibbons Source: Andrew Gibbons

65. Seven levels of interest in your own development Seven levels of interest in your own development I have development needs, but I’m not interested in working on them. I have development needs, but I don’t know what they are. I have development needs, I know what they are, but refuse to do anything about them. I have development needs, I know what they are, but I need a push to do anything about them. I know about my development needs, I’m motivated to do something, but I don’t know how to go about it. I know about my development needs, I’m motivated to do something, and I’m doing so. I have no development needs. Source: Leslie Rae Source: Leslie Rae

66. The STRETCH model of coaching The STRETCH model of coaching S et the context T ransfer issues to the learner - ensure ownership R evisit what outstanding performance looks like E stablish what’s in it for the learner T ake time to agree what specifically must change C atch them doing something right - praise and reward H ave time set aside to celebrate success Source: John Burdett Source: John Burdett

67. Seven ways to manage a consultant Seven ways to manage a consultant Check the consultant’s credentials Clearly specify your needs Ensure a positive organisational fit Clarify evaluation arrangements and outcomes Monitor closely - especially new consultants Give clear feedback to the consultant throughout Be prepared to ask awkward questions Source: Phil Lewis Source: Phil Lewis

68. Coaching - seven sport and organisational analogies Coaching - seven sport and organisational analogies Emphasis on excellence Putting high value on persistence Stressing self-reliance Embracing competition Encouraging comradeship Massive motivation to win - to be the best Huge satisfaction for winners Source: David Megginson Source: David Megginson

69. Eight reasons to hire a Consultant Eight reasons to hire a Consultant Lack of client expertise or competence – real or felt Someone expendable to blame Lack of internal credibility despite competence Too busy to do it myself To strengthen own internal position Disinterest – give the job to someone else To plagiarise ideas, material and methods To buy in a ‘big name’

70. Eight sources of competence evidence Eight sources of competence evidence Observation Observation Simulation Simulation Product of work Product of work Project/assignment Project/assignment Oral/written questions Oral/written questions Statement or report Statement or report Witness testimony Witness testimony Accreditation of prior learning Accreditation of prior learning

71. Eight behaviours of the best coaches Eight behaviours of the best coaches They can: Listen fully and with real interest and concern for the learner Communicate a genuine empathy and understanding Adjust to another environment, terminology and work habits Set challenging yet realistically high expectations Diagnose accurately ‘what is going on’ and see ways forward Develop a shared interest in the learner and their issues Experiment and explore, suspending judgements Find patterns in information and processes From: Paul Pohlman From: Paul Pohlman

72. Eight learning skills Eight learning skills Skilled learners: Anticipate and prepare for a learning experience Anticipate 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 this Seek out new learning - they don’t wait passively for this Take risks and innovate - within parameters Take risks and innovate - within parameters Look for, and appropriately accept help and feedback Look for, and appropriately accept help and feedback Are constructively self analytical and critical Are constructively self analytical and critical Filter new learning, making associations and connections Filter new learning, making associations and connections Overcome barriers and obstacles to their learning Overcome barriers and obstacles to their learning Source: Andrew Gibbons Source: Andrew Gibbons

73. Eight roles for interventionist developers Eight roles for interventionist developers Diagnosing Helping to diagnose & specify the need Translating Determining your specific contribution Designing Designing learning strategies & methods Resourcing Developing & organising development resources resources Implementing Creating the acquisition of learning Enabling Assisting the application of the learning Catalysing Organising and maximising value of support Evaluating Evaluating organisational results & outcomes From: J Jones From: J Jones

74. Eight things coaches do well Eight things coaches do well Create rapport and give undivided attention Create rapport and give undivided attention Help set clear goals to ensure positive outcomes Help 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 effort Praise skilfully and genuinely, reinforcing positive effort Give feedback well, both observation and interpretation Give 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 direction Intuitively seeing when to change a plan or direction From: Daniel Robin From: Daniel Robin

75. Eight behaviours for professional development Curiosity Decisive thinker Driven to deliver Skilled influencer Collaborative Personally credible Courage to challenge Role model

76. Nine problems with ‘conventional’ training Nine problems with ‘conventional’ training Practice does not make perfect Tenure does not guaranty competence Experience can be a poor teacher Learning by mistakes is a waste of time Trial and error learning is inefficient Systems can’t change people Bosses are often poor models Self study isn’t enough Training alone will not produce behaviour change Source : William Byham Source : William Byham

77. Ten characteristics of an excellent training function Ten characteristics of an excellent training function A clear vision of the goal and mission of training Activities tightly linked to organisational objectives Line management commitment and involvement Excellent management practice within the training function An emphasis on reality and practicality Use of multiple sources to assist them Consistency of delivery A strong sense of urgency The achievement of critical mass - real impact Thorough evaluation of results and attribution of outcomes From: John Zenger From: John Zenger

78. A great definition of training A great definition of training “Training is concerned with providing an individual with the opportunity to learn what s/he needs to in order to do their job more effectively” “Training is concerned with providing an individual with the opportunity to learn what s/he needs to in order to do their job more effectively” Source: Megginson and Pedler Source: Megginson and Pedler