Diploma in Management Module DM48

2. Training Cycle This is not just for professional trainers – it is important for managers to understand the cycle of activities and processes necessary for the effective development of others Identify – clear link to objectives – not altruistic - what sort of things “trigger” the identification of a need for learning and development? What should managers be doing? Need also to consider learning styles, time , budget etc. Design and deliver – wide range of options – again need to be considering learning styles, budget, time etc.- will look at this later Assess – how? Examples? Evaluate – final slide – look at this laterThis is not just for professional trainers – it is important for managers to understand the cycle of activities and processes necessary for the effective development of others Identify – clear link to objectives – not altruistic - what sort of things “trigger” the identification of a need for learning and development? What should managers be doing? Need also to consider learning styles, time , budget etc. Design and deliver – wide range of options – again need to be considering learning styles, budget, time etc.- will look at this later Assess – how? Examples? Evaluate – final slide – look at this later

3. Conscious competence learning model This is another interesting way of looking at the “journey” through learning, and, indeed, performance management SEE HANDOUT What sort of managerial intervention is needed at stages 1-4? 1 – honest feedback in order to achieve 2 – identify the need 2 – action plan – what are we going to do about it? 3 – Continued feedback, encouragement, reinforcement, reward 4 – Alert for complacency breeding mistakes and failure of need for CPDThis is another interesting way of looking at the “journey” through learning, and, indeed, performance management SEE HANDOUT What sort of managerial intervention is needed at stages 1-4? 1 – honest feedback in order to achieve 2 – identify the need 2 – action plan – what are we going to do about it? 3 – Continued feedback, encouragement, reinforcement, reward 4 – Alert for complacency breeding mistakes and failure of need for CPD

4. The Learning Cycle Kolb’s learning cycle has been central to much work since – notably Honey & Mumford See next slideKolb’s learning cycle has been central to much work since – notably Honey & Mumford See next slide

5. Learning styles and the learning cycle CHECK supplementary handout first – In this model combining Kolb and Honey & Mumford, Activists have doing and getting the feel preferences, Reflectors prefer getting the feel and watching, Theorists watch and think, and Pragmatists think and do. ·        activist - hands-on, relies on intuition rather than logic, uses other people's analysis, and likes practical, experiential approach. ·        reflector (watching and doing, or concrete-reflective) - able to look at things from different perspectives, sensitive, prefers to watch rather than do it, gathers information and uses imagination to solve problems. ·        theorist (watching and thinking, or abstract-reflective) - concise, logical approach, ideas and concepts are more important than people, requires good clear explanation rather than practical opportunity. ·        pragmatist (thinking and doing, or abstract-active) - can solve problems and will use learning to apply to finding solutions to practical issues, prefers technical tasks, less concerned with people and interpersonal aspects. Important not to take these models too literally – many other factors involved, including learning environment, learning task, ‘what’s in it for me’, etc. CHECK supplementary handout first – In this model combining Kolb and Honey & Mumford, Activists have doing and getting the feel preferences, Reflectors prefer getting the feel and watching, Theorists watch and think, and Pragmatists think and do. ·        activist - hands-on, relies on intuition rather than logic, uses other people's analysis, and likes practical, experiential approach. ·        reflector (watching and doing, or concrete-reflective) - able to look at things from different perspectives, sensitive, prefers to watch rather than do it, gathers information and uses imagination to solve problems. ·        theorist (watching and thinking, or abstract-reflective) - concise, logical approach, ideas and concepts are more important than people, requires good clear explanation rather than practical opportunity. ·        pragmatist (thinking and doing, or abstract-active) - can solve problems and will use learning to apply to finding solutions to practical issues, prefers technical tasks, less concerned with people and interpersonal aspects. Important not to take these models too literally – many other factors involved, including learning environment, learning task, ‘what’s in it for me’, etc.

6. The “Virtuous learning cycle” Effectiveness focus: we always need to be reflecting on how what we are learning will make us more effective in a role/skill Perceived relevance: we need to be able to see the relevance of learning/training to our job/role Apply learning: “Use it or lose it!” Reward and recognition: more cash and promotion may be nice but …… What else can this involve? Motivation: personal motivation is possibly the most powerful factor determining the extent to which the learning cycle is fulfilled. This links closely to the HANDOUT – transfer of learningEffectiveness focus: we always need to be reflecting on how what we are learning will make us more effective in a role/skill Perceived relevance: we need to be able to see the relevance of learning/training to our job/role Apply learning: “Use it or lose it!” Reward and recognition: more cash and promotion may be nice but …… What else can this involve? Motivation: personal motivation is possibly the most powerful factor determining the extent to which the learning cycle is fulfilled. This links closely to the HANDOUT – transfer of learning

7. All of these influencing factors need to be “HIGH”!All of these influencing factors need to be “HIGH”!

8. SAVI People learn in different ways – we’ve already see Honey & Mumford’s take on this – now SAVI – we’re getting into the realms now of NLP!People learn in different ways – we’ve already see Honey & Mumford’s take on this – now SAVI – we’re getting into the realms now of NLP!

9. Neuro-lingusitic Programming

10. Learning Influences It is of course not as simple as labelling people with a learning style Brian processing – probably cannot influence this – what we’re born with! SEE NEXT SLIDE Senses – again difficult to change Environment and Attitudes – managers can take steps to influence and change these if neededIt is of course not as simple as labelling people with a learning style Brian processing – probably cannot influence this – what we’re born with! SEE NEXT SLIDE Senses – again difficult to change Environment and Attitudes – managers can take steps to influence and change these if needed

11. Job description of the Brain It is thought that different people show a tendency to prefer using one side of the brain more than the other – this will influence the way they work and learn It is said that women have more electronic pathways between each side of the brain and therefore tend to be better at multi-tasking Men are from Mars, Women are from Venus?????????It is thought that different people show a tendency to prefer using one side of the brain more than the other – this will influence the way they work and learn It is said that women have more electronic pathways between each side of the brain and therefore tend to be better at multi-tasking Men are from Mars, Women are from Venus?????????

12. 6 myths about learning? Again – all to do with learning styles and preferencesAgain – all to do with learning styles and preferences

13. Learning methods Having thought about the learning cycle and learning styles it is important to consider the range of learning methods available – this is important in order to meet the needs of learning styles, time, budgets Can any of these be obviously matched to particular learning styles? NEXT Slides shows an example of where an alternative way of learning has been tried – certainly not the standard – go on a course routeHaving thought about the learning cycle and learning styles it is important to consider the range of learning methods available – this is important in order to meet the needs of learning styles, time, budgets Can any of these be obviously matched to particular learning styles? NEXT Slides shows an example of where an alternative way of learning has been tried – certainly not the standard – go on a course route

14. The Team Study Visit

15. Benefits

16. Study visit cost/benefit analysis Less than the cost for 2 people to go to a typical conference!!Less than the cost for 2 people to go to a typical conference!!

17. We learn/retain

18. Evaluation What should be happening at each level?What should be happening at each level?