1. Fostering and adoption
Check Attendees. Are they the same people as on Day 1? Did they do as advised and bring along a colleague from L and D who wasn’t at Day 1?
Key opening messages.
1. Getting the Fostering & Adoption (F&A) team around the child feeling skilled, knowledgeable and equipped is key to:
a) Boosting the professional standing of SW overall, and of this critical part of the system
b) responding positively to the increased scrutiny and changing policy directives in this area
c) improving the image of F&A, and therefore over time attracting more FCs and prospective adopters
d) reducing the inequalities that looked after children experience
2) The model of support we will introduce over these two days (i.e. creating materials that everybody will be able to access, and skilling up people on the ground to promote learning) is a deliberate effort to build capacity within the sector, to recognise and respect the knowledge held amongst practitioners and supervisors, and to keep intellectual resources within the frontline
3) These materials are pitched at introductory-intermediate level. They are for those needing to develop or refresh their knowledge, not advanced-level, not duplicating core social work training, etc. Participants should feel like a lot of the messages are familiar – that is why they are the right people to influence the training! 1

2. Outline for day 2
Review the workbased activity and identify the key stakeholders that need to be involved to implement the learning resources
Use a selection of the learning resources to:
explore how they how can be used to support teams and individuals
design a leaning activity
Explain the outline for the day.
Introduce the delegate pack which contains:
The slides
A workbook containing the group activities
Sample learning resources for three of the topics including:
Topic numbers to be agreed:
Notes to trainers
Delegates have come from a range of roles and don’t all have specific learning and development responsibility, the activities have been designed to enable them to explore how the learning resources can be used to support learning with individuals, as well as in workshops.

3. Aim
Understand how to develop and implement effective learning and development activities that will enable colleagues to develop the skills and knowledge that support best practice in fostering and adoption
Aim
Explain that the focus of day 2 is to understand how the learning resources can be used to develop and implement effective learning.
The information will also provide practical approaches that can be shared with colleagues to increase awareness and gain support for their use within the organisation.

4. Agenda Recap Day 1 Planning your learning activities
Training transfer: maximising the impact of the learning resources
Supporting skills development
Using the learning resources to design and evaluate a learning activity
Reflection and action planning
Introduce the agenda for the day.

5. Objectives At the end of today’s session you will be able to:
assess what you and your organisation need to do to implement the learning resources
identify ways to increase the impact of your learning and development activities
understand how the learning resources can be used to support learning activities
design a learning activity using the learning resources.
Explain the learning objectives
A copy of the objectives is on page 3 of the delegate workbook.

6. Recap day 1 Context and structure of the resources
Your role in cascading the learning resources
Permanence
Training and facilitation skills required to support the learning
Feedback from foster carers and adopters
Introduction to the website
Planning – workbased activity
Give an overview of the key topics covered on day 1

7. Planning your learning activities…
Workbased activity: start to plan how you will use the resources using the organisational audit tool to support training transfer
Select two of the factors that support training transfer and complete the audit questions
Planning your learning activities
Remind delegates of the workbased activity.
This was based on the organisational audit tool to support training transfer.
Acknowledge that some delegates do not have a responsibility for organisational learning and development and that in those cases the tool can be used to identify the key stakeholders that need to be involved.
Ask how many delegates completed the activity.
A copy of the organisational audit tool to support training transfer, which was used in the workbased activity, is on pages 4 – 8 of the delegate workbook.

8. Sharing your assessments
In groups share the findings from your workbased activity (organisational audit tool) and discuss:
What are the key challenges you will face when implementing the resources?
What are the strengths in your current practice that you can build on?
Which stakeholders do you need to involve?
You can use the template on page 10 of your delegate pack to record your answers.
Appoint a spokesperson who will feed back your ideas to the main group.
Timings: 40 minutes
Sharing your assessments
Introduce the group activity.
The aim of this activity is to enable delegates to share the key findings from their organisational audit in order to identify the stakeholders they need to involve, the barriers that they need to address, the strengths they can build on and the actions they can take.
Timings
40 minutes for the group discussion and 20 minutes for the feedback.
A copy of the activity brief and a template to complete are on pages 9 – 10 of the delegate workbook.
Record the feedback on flipcharts and put on the wall, so delegates can refer to them later in the day.
A template for this activity is on page x of the delegate workbook.
Note to trainers
The organisational audit tool includes an introduction to training transfer and the next session will build on the factors that can be used to maximise the impact of learning and development activities.

9. Training transfer
Training transfer refers to ‘the use of trained knowledge and skill back on the job’ (Burke and Hutchins 2007)
Maximises the impact and use of knowledge and skills in the workplace
Training transfer
Purpose of the training transfer slides:
To give delegates a quick introduction to the factors that affect whether or not learning is transferred to practice;
To inform delegates of what they can do to increase the likelihood of the learning being transferred to their practice.
Training Transfer refers to “the use of trained knowledge and skill back on the job” (Burke & Hutchins, 2007).
Without training transfer, training can be a waste of both time and money.
Ensuring that training is successfully transferred to practice is a shared responsibility between those who provide training, organisations/managers and delegates - we all have a role to play.
By understanding the factors that influence whether training transfer occurs, we can change the way we engage with training to maximise the likelihood of transfer.

10. Training transfer
Occurs when there is a positive ‘transfer climate’ which are ‘those situations and consequences in organisations that either inhibit or facilitate the use of what has been learned in training back on the job’ (Burke and Hutchins 2007)
Training transfer
Explain that learning is more likely to be used in the workplace and impact on practice when there is a positive support for it.
Explain the definition of ‘ transfer climate’.

11. Training transfer
Delegates are motivated to learn, understand how it relates to their role and what benefits it will provide.
Learning is designed and sequenced to provide opportunities for practice, feedback and to develop clear action plans
Training transfer
Please note this is an animated slide that starts with the diagram and reveals the explanation for each of the factors by clicking on the mouse.
Within the research literature, three main factors have been identified as being important in influencing how skills and knowledge are transferred and used in the workplace including: individual characteristics, training design and workplace factors. For example: (click )
Individual characteristics: of delegates has a significant impact on whether training is transferred into practice. Delegates need to be motivated to learn because they understand how it relates to their role (perceived utility (Burke and Hutchins 2007) and how it will help them, learner readiness – including setting learning goals.
Good quote to help demonstrate the point: ‘Programmes do not “work”; people make them work’ (McCrae and Banerjee 2010).
The second main factor identified as being important in influencing transfer is training design and delivery for example: (click )
The way that training is designed and delivered can have a huge impact on how the skills and knowledge can be used. The content should be relevant to the delegates’ role and situation, (Burke and Hutchins 2007), sequenced to provide opportunities for practice such as case studies and group activities, provide opportunities for feedback and to develop clear action plans. Individuals should be encouraged to develop SMART learning goals – these can be short-term benchmarking goals, or long-term outcome-related goals, that can be reviewed with managers or supervisors.  
The third main factor is: Workplace factors for example (click ).
‘Management support was identified as the most important factor impacting the effectiveness of continuing education’ (Stolee et al 2005). This includes involving supervisors/managers in helping individuals identify their needs, review their action plans and provide constructive feedback on performance. Colleague/peer support – and the availability of ‘expert’ staff, has also been identified as factors that influence the success of training. Role support (which relates to the availability of others to discuss practice related concerns) has also been found to be important to the success of training. Opportunity to use - New skills, knowledge and attitudes will not be transferred to the workplace if delegates are not provided with opportunities to use them (Gauntlett 2005). Follow-up and evaluation – e.g. training transfer being a standing item on supervision agendas, or the requirement for delegates to share new learning and its implications in team meetings.
The fourth factor isn’t widely recognised in the literature, but a more recent study (Pike 2012) highlighted its importance in affecting the likelihood of training transfer: click )
Subject climate
Refers to how good a match exists between what training says should happen, and what actually happens at work and whether individuals and teams are given opportunities to put their learning into practice and share best practice.
Individuals and teams are given opportunities to put their learning into practice and share best practice.
Supervisors/managers help individuals identify their needs, review their action plans and provide feedback on performance.
Web link

12. Training transfer Professor Nicholas Clarke
Show the video clip of Professor Nicholas Clarke explaining what actions we can take support the transfer of learning into daily practice by addressing workplace factors
Select play button at the bottom of the TV screen on the slide.
Timing 03.48
Notes to trainers
Key points include offering individuals support to help them think about what they have learnt, giving them opportunities to practice using the skills and receiving feedback and encouragement.
Professor Nicholas Clarke: the transfer of learning into daily practice addressing workplace factors (03.48)
Clip available to watch on Vimeo

13. Training transfer conclusions
Effective learning activities:
result in new skills and knowledge being used in daily working practice
motivate individuals because they are: relevant, interactive, work based and valued
are designed to include opportunities for practice, feedback and to develop clear action plans
are supported by opportunities for individuals and teams to put their learning into practice and share best practice.
Provide a summary of the key factors that support the transfer and use of learning in daily practice.
Explain that for the rest of the day we will be focussing on activities that will enable them to start to assess how they can use and apply this.
Further details on questions to ask for each of these factors are included in the delegate workbook on page 11.

14. Time for tea
15 minute refreshment break

15. Supporting skills development
“Many supervisors punch above their organisational weight, frequently having a much greater influence on staff and practice than they think.”
Children’s Workforce Development Council (2009), EDP Guide for Supervisors, pg. 9
Supporting skills development
Allow delegates to read the quote and emphasise the importance of support from supervisors in helping individuals learn and apply skills.

16. The four stages of learning
Unconscious incompetence
Conscious incompetence
Conscious competence
Unconscious competence
The four stages of learning
The conscious-competence ladder was first used in the 1970’s by the Gorton Training Organisation and has been attributed to Noel Burch, It describes the stages of learning that individuals typically experience. An analogy for the conscious-competence ladder can be taken from learning to drive, tie your shoe laces or to use a new system.
Unconscious incompetence. The individual may feel comfortable as they are unaware of the skill and accept their current situation.
Conscious incompetence. The individual may start to feel uncomfortable at this stage.
Conscious competence. The individual may require additional time and support to help them get used to using the new skills or processes.
Unconscious competence. The individual will feel confident in their skills and use them in a wide range of situations.
Supervisors/managers, as well as individuals can use this approach to understand how to help and support colleagues and service users to learn and apply new skills.
Conscious competence ladder attributed to Noel Burch Gorton Training Organisation 1970’s

17. Potential approaches Learning stage Suggested support
Unconscious incompetence
Danger zone
Identify needs by providing constructive feedback on current performance
Explain how it will help the individual
Agree SMART learning objectives
Conscious incompetence Challenge zone
Review what the individual has learnt
Provide opportunities to develop and practice new skills
Provide constructive feedback on performance
Potential approaches
By understanding the four stages of learning, we can start to think of a range of approaches that we can use to support individuals.
Explain the approaches that can be used.

18. Potential approaches Learning stage Suggested support
Conscious competence
Firm ground
Provide coaching or shadowing opportunities to reinforce skills
Provide constructive feedback and recognise achievement
Unconscious competence
Development and application
Provide ongoing feedback and recognition to maintain skills
Encourage the individual to share their knowledge with the team
Potential approaches
By understanding the four stages of learning, we can start to think of a range of approaches that we can use to support individuals.
Explain the approaches that can be used.

19. Key questions to consider
How do you prefer to learn?
How will you measure your progress?
What have you achieved?
What do you need to know?
Key stages in helping individuals identify their learning needs and review progress include:
Key questions to consider when supporting individuals include
These can apply to supervisors/managers supporting their teams, supporting colleagues and individuals.
What do you need to know?
How do you prefer to learn?
How will you measure your progress?
What have you achieved?
Full details of how to plan your learning and identify your needs will be included in a how to guide on the web and an extract is on pages 12 – 14 of the delegate workbook.

20. Supporting skills development
Using one of the learning resources and the guidance for supervisors/managers:
How could you help individuals identify their learning needs?
How could you use the resources (key messages, questions and exercises to help individuals develop their skills or knowledge?
How could you provide individuals with opportunities to practise using their skills and receive?
Appoint a spokesperson to feedback your ideas to the main group
A template to record your ideas is on page 17 of the delegate workbook
Time 45 minutes
Group activity
Introduce the group activity, which can be completed in table groups or small groups depending on numbers.
The aim of the activity is to enable delegates to become familiar with one of the learning resources and identify how they can be used to support individuals.
The activity brief is on page 15 of the delegate workbook and a template for the activity is on pages

21. Summary Supervisory or support sessions can be used to:
identify and agree learning and development needs
set SMART learning objectives and agree preferred learning activities
review learning and agree opportunities to practice new skills
provide coaching support and feedback
Summary
The fostering and adoption learning resources cover a wide range of topics and it is important that you are able to select the ones that fit your needs.
The supervisory or support sessions provide an opportunity to:
identify and agree your learning and development needs;
set SMART learning objectives and agree your preferred learning activities;
review your learning and agree opportunities to practice your new skills;
access coaching support and feedback.

23. Training design and delivery
Learning is designed and sequenced to provide opportunities for practice, feedback and to develop clear action plans
Training design and delivery
The afternoon session will give delegates the opportunity to design a learning activity using one of the draft learning resources. Before that, remind delegates of the key components of training design that they should consider to support training transfer.

24. Training transfer Professor Nicholas Clarke
Show the video clip of Professor Nicholas Clarke explaining what actions when we are designing and delivering learning activities to support the transfer of learning into daily practice. Select play button at the bottom of the TV screen on the slide.
Timing 02.17
Notes to trainers
Key points that are relevant for training social workers and foster carers/adopters include:
Having the opportunity to practice using the skill or knowledge
Receiving feedback
Opportunity to build skills (sequencing) to focus on what do you need to know, when do you need it.
Professor Nicholas Clarke: transfer of learning into daily practice (02.17)
Clip available to watch on Vimeo
Web link

25. Using the learning resources to design and evaluate a learning activity
Templates include:
Workshop training plan template
Reflection point
Action plan
Evaluating your learning and development activities
Using the learning resources to design and evaluate a learning activity
Explain that the on line resources will include a range of templates to help organisations design and evaluate learning activities. These are optional and will be available in Word, so organisations can tailor them to their needs or use sections of them as required.
Further details on how the resources can be used and how to select training providers are included on pages 18 – 19 of the delegate workbook.
Web link

26. Selecting training providers
research in practice for adults
21/04/2017
Selecting training providers
Areas to consider when selecting a provider include:
organisational fit and values
how they will tailor the learning to your needs
what training methods will they use
how they will support the use of learning in the workplace and measure impact
Selecting training providers
Delegates have raised the issue of how to select appropriate training providers to deliver sessions for them.
Explain that the success of learning activities is a shared responsibility between the organisation, the provider and the delegate.
Give an overview of the key areas they should consider. These principles apply to both internal and external provision.

27. Points to consider
What experience does the provider have in developing and delivering skills training for your target audience?
How will the learning be tailored to your needs
What actions will the provider take to identify learning needs and tailor the programme to meet your needs (discussions and telephone interviews with potential delegates)?
What learning objectives and outcomes will the activity cover?
Points to consider
Explain the key questions they should ask providers to assess whether their proposals will support training transfer. These principles apply to both internal and external provision.

28. Points to consider
Do the proposed learning methods offer a range of activities to practice using the skills and gaining feedback?
What templates and processes does the provider use to encourage reflection and develop action plans?
What evaluation measures will the provider give you?
Points to consider
Explain the key questions they should ask providers to assess whether their proposals will support training transfer. These principles apply to both internal and external provision.

29. Designing learning activities
In small groups select one of the learning resources and use the:
Workshop training plan template (delegate pack pages ) to design a learning activity using the resources
Identify how you could evaluate the learning and development activity (delegate pack page 26)
Time 60 minutes
Group activity
This activity can be run on tables or in small groups depending on delegate numbers.
The aim of this activity is to enable delegates to design a learning activity using one of the learning resources.
The brief for the activity is on page 20 of the delegate workbook and templates to design and evaluate the activity are on pages 21 – 23 and 26.
Delegates can use the activity to design an activity that would be suitable for their roles e.g.
How could learning and development use the resources to design a workshop/activity
How could a supervisor/manager use the learning resources to support their team or as part of a team discussion
How could frontline practitioners use the resources to develop a group discussion or activity for colleagues/foster carers and adopters.

30. Time for tea

31. Constructive critique and reflection
Share your ideas with another group and give each other constructive feedback on the following points:
appropriate length & method for material?
clarity re audience?
recognition of learning styles?
maximising training transfer?
Time 30 minutes
Small group feedback
Ask small groups to share their ideas with each other and provide constructive feedback on the process.

32. Fostering and adoption learning resources
Recap of the fostering and adoption learning resources
Open access website
The resources will be available on an open access website. They can be accessed by colleagues delivering training/supporting L and D. They can also be accessed by individuals for self-directed learning.
The sixteen topic briefings, exercises, questions etc. amount to probably k words. As trainers, these will be most usefully accessed online, where you can download the materials you have identified will meet your local learning needs.
Structure
Each topic is supported by:
The key messages from research and evidence informed practice.
An analysis of the implications for practitioners to inform their work with carers and adopters.
A selection of tools and exercises that can be used to develop skills and knowledge for newly qualified and experienced social workers.
A library of additional resources that can be used to support further learning on the topic.
Case studies to use with the topic briefings.
A range of materials for trainers and supervisors to help maximise the impact of the learning programme and ensure the skills and knowledge are used in daily working practice.

33. Recap During the two workshops we have introduced:
a number of the topics
the structure of the learning resources
the web site
Used the trainer resources to :
plan how to use the resources to support skills development
design and evaluate a learning activity
Provide a recap of the key points covered during the two workshops.

34. Next steps: implementation webinar
Implementation webinar 8th May 2014: additional support on using the resources.
Opportunity for colleagues who have not attended live events to understand the resources.
Explain the next steps
The webinar will be held on 8th May. Delegates can access the webinar with colleagues and can use this to invite colleagues/stakeholders who need to be involved in the planning and implementation of the learning resources.

35. Reflection and action planning
Use the reflection point to review your learning and complete an action plan
In pairs, discuss and critique your action plans
Individually refine your action plan
Templates for the reflection points and action plan are on pages of the delegate workbook.

36. Evaluation forms Please complete your evaluation forms
Ask delegates to complete the evaluation forms.
Certificates can be given to the delegates as they hand in the evaluation forms.
Please show the next slide to remind delegates of the objectives whilst they complete the evaluation forms.
Web link

37. Objectives At the end of today’s session you will be able to:
assess what you and your organisation need to do to implement the learning resources
identify ways to increase the impact of your learning and development activities
understand how the learning resources can be used by supervisors/managers to support learning activities
design a learning activity using the learning resources.
Show the learning objectives slide whilst the evaluation forms are being completed

38. Thank you Thank delegates for their participation
Collect evaluation forms and hand out certificates