Fostering and adoption

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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

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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

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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

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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 resourcesidentify ways to increase the impact of your learning and development activitiesunderstand how the learning resources can be used to support learning activitiesdesign a learning activity using the learning resources.

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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

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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

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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

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Training transfer

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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

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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)

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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

Supervisors/managers help individuals identify their needs, review their action plans and provide feedback on performance.

Individuals and teams are given opportunities to put their learning into practice and share best practice.

Training transfer

Training transfer Professor Nicholas Clarke

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Professor Nicholas Clarke: the transfer of learning into daily practice addressing workplace factors (03.48)

Clip available to watch on Vimeo

Training transfer conclusions

Effective learning activities: result in new skills and knowledge being used in daily working practicemotivate individuals because they are: relevant, interactive, work based and valuedare designed to include opportunities for practice, feedback and to develop clear action plansare supported by opportunities for individuals and teams to put their learning into practice and share best practice.

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Time for tea

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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

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The four stages of learning

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Conscious competence ladder attributed to Noel Burch Gorton Training Organisation 1970’s

Potential approachesLearning 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 17

Potential approachesLearning 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

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Key questions to consider

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Key stages in helping individuals identify their learning needs and review progress include:

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

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Summary

Supervisory or support sessions can be used to:identify and agree learning and development needsset SMART learning objectives and agree preferred learning activitiesreview learning and agree opportunities to practice new skillsprovide coaching support and feedback

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Training design and delivery

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Learning is designed and sequenced to provide opportunities for practice, feedback and to develop clear action plans

Training transfer Professor Nicholas Clarke

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Professor Nicholas Clarke: transfer of learning into daily practice (02.17)

Clip available to watch on Vimeo

Using the learning resources to design and evaluate a learning activityTemplates include:Workshop training plan templateReflection pointAction plan Evaluating your learning and development activities

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Selecting training providers

Areas to consider when selecting a provider include:organisational fit and valueshow they will tailor the learning to your needswhat training methods will they usehow they will support the use of learning in the workplace and measure impact

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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?

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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?

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Designing learning activities

In small groups select one of the learning resources and use the:

• Workshop training plan template (delegate pack pages 21 - 23) 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

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Time for tea

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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

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Fostering and adoption learning resources

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Recap

During the two workshops we have introduced:a number of the topicsthe structure of the learning resourcesthe web site

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Used the trainer resources to :plan how to use the resources to support skills developmentdesign and evaluate a learning activity

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.

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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

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Evaluation forms

• Please complete your evaluation forms

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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 resourcesidentify ways to increase the impact of your learning and development activitiesunderstand how the learning resources can be used by supervisors/managers to support learning activitiesdesign a learning activity using the learning resources.

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Thank you

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