Transcript Day 2 Slides - Fostering and Adoption

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
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Training transfer: maximising the impact of the learning resources
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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 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.
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Recap day 1

Context and structure of the resources
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Your role in cascading the learning resources
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Permanence
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Training and facilitation skills required to support the
learning
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Feedback from foster carers and adopters
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Introduction to the website
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Planning – workbased activity
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Planning your learning activities…
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Workbased activity: start to plan
how you will use the resources
using the organisational audit
tool to support training transfer
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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:
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What are the key challenges you will face when implementing the
resources?
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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

Training transfer refers
to ‘the use of trained
knowledge and skill back
on the job’ (Burke and
Hutchins 2007)
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Maximises the impact
and use of knowledge
and skills in the
workplace
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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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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
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.
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Training transfer Professor Nicholas
Clarke

Professor Nicholas Clarke: the transfer of learning into
daily practice addressing workplace factors (03.48)
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Clip available to watch on Vimeo
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Training transfer conclusions
Effective learning activities:
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result in new skills and knowledge being used in daily
working practice
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motivate individuals because they are: relevant,
interactive, work based and valued
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are designed to include opportunities for practice,
feedback and to develop clear action plans
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are 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.
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The four stages of learning
Unconscious
competence
Conscious
competence
Conscious
incompetence
Unconscious
incompetence
Conscious competence ladder attributed to Noel Burch Gorton Training
Organisation 1970’s
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Potential approaches
Learning stage
Suggested support
Unconscious
incompetence
• Identify needs by providing constructive
feedback on current performance
Danger zone
• 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
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Potential approaches
Learning stage
Suggested support
Conscious
• Provide coaching or shadowing
competence
opportunities to reinforce skills
• Provide constructive feedback and
Firm ground
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

Key stages in
helping
individuals
identify their
learning needs
and review
progress include:
What do you
need to
know?
How do you
prefer to
learn?
What have
you
achieved?
How will you
measure your
progress?
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Supporting skills development
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Using one of the learning resources and the guidance for
supervisors/managers:
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•
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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
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A template to record your ideas is on page 17 of the delegate
workbook
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Time 45 minutes
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Summary
Supervisory or support sessions can be used to:
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identify and agree learning and development needs
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set SMART learning objectives and agree preferred
learning activities
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review learning and agree opportunities to practice
new skills
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provide coaching support and feedback
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Training design and delivery

Learning is designed
and sequenced to
provide opportunities for
practice, feedback and
to develop clear action
plans
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Training transfer Professor Nicholas
Clarke

Professor Nicholas Clarke: transfer of learning into
daily practice (02.17)

Clip available to watch on Vimeo
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Using the learning resources to design
and evaluate a learning activity
Templates include:

Workshop training plan
template
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Reflection point
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Action plan
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Evaluating your learning
and development
activities
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Selecting training providers
Areas to consider when selecting
a provider include:
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organisational fit and values
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how they will tailor the learning
to your needs
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what training methods will they
use
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how they will support the use of
learning in the workplace and
measure impact
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Points to consider
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What experience does the provider have in developing
and delivering skills training for your target audience?
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How will the learning be tailored to your needs
•
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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?
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What templates and processes does the provider use
to encourage reflection and develop action plans?
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What evaluation measures will the provider give you?
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Designing learning activities
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In small groups select one of the learning resources
and use the:
•
•
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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:
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appropriate length & method for material?
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clarity re audience?
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recognition of learning styles?
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maximising training transfer?
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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 topics
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the structure of the
learning resources
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the web site
Used the trainer resources
to :

plan how to use the
resources to support
skills development

design and evaluate a
learning activity
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Next steps: implementation webinar
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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
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In pairs, discuss and critique your action plans
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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 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.
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Thank
you
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