learning and development 65
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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
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 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 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.
Source: Andrew GibbonsSource: Andrew Gibbons
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 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
Source: Andrew GibbonsSource: Andrew Gibbons
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
From: Stephen LiebFrom: Stephen Lieb
From: Stephen LiebFrom: Stephen Lieb
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?
Source: Andrew GibbonsSource: Andrew Gibbons
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 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
Source: Andrew GibbonsSource: Andrew Gibbons
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
Source: Peter HoneySource: Peter Honey
Five environmental influences on learningFive environmental influences on learning
Your managerYour manager
The organisational cultureThe organisational culture
PeersPeers
OpportunitiesOpportunities
Source: Peter HoneySource: Peter Honey
Five influences on the motivation to learnFive influences on the motivation to learn
BeliefsBeliefs
EnthusiasmEnthusiasm
CuriosityCuriosity
CourageCourage
ResilienceResilience
Source: Peter HoneySource: Peter Honey
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 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
Source: Andrew GibbonsSource: Andrew Gibbons
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
Source: Andrew GibbonsSource: Andrew Gibbons
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 needI have development needs, I know what they are, but I needa push to do anything about them.a push to do anything 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
Source: Andrew GibbonsSource: Andrew Gibbons
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
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