Changes in learning styles implications for staff/learning development

1. Association of Libraries in Land-based Colleges and Universities Changes in learning stylesimplications for staff/learning development Gail Merrett Ex Head of Staff Development, OULS Freelance trainer/lecturer

2. Training sessions aren’t always effective

3. It’s hard to teach/train effectively if you don’t quite understand your learners Edmund: Right Baldrick, let's try again, shall we. This is called adding. If I have two beans and then I add two more beans, what do I have?Baldrick: Some beans.Edmund: Yes and not. Let's try again, shall we. I have two beans then I add two more beans, what does that make?Baldrick: A very small casserole?Edmund: Baldrick, the ape creatures of the Indus have mastered this. Now try again. One, two, three, four. So how many are there?Baldrick: Three.Edmund: What??Baldrick: And that one… http://www.youtube.com/watch?v=328Q79GoR7g

4. Learning styles - Kolb/Honey & Mumford

5. VAK Gardner’s Multiple intelligences

6. Learning methods/preferences In education ... The move to learner centred methods The increase in e-learning/blended learning Googleisation - everything at the fingertips and everything we’ve just found out about student preferences and we might be different in other ways ...

7. Generational attitudesare we products of our times ?

8. Plus our world of work is changing Projects Rise of the customer Competition even in libraries Gen Y students • Information increasing • Techno takeover • Globalisation • Work life balance • Teams What does this mean for our skills ?

9. Professional skills What are your top 2 training and development needs right now?

10. Skills in need

11. To create a strong and challenging learning culture, where all staff are able to develop their skills, extend their knowledge and reach their full potential for the benefit of both OULS objectives and personal professional development aspirations.

13. We also did ... • Graduate trainee programme • Annual staff conference (for about 220 staff) • Supported appraisal • General events (All staff meetings etc) • One to one advice and guidance/coaching • Departmental activities • Special initiatives (health and safety, customer care) • Maintained web and newsletter presence • Well being week/Christmas Crackers • UNC academic libraries seminar programme

14. Training courses can fail to live up to expectations Expectations Too standalone Not appropriate

15. My Wish List • Reduce the training events to allow us to focus elsewhere (performance measures) • Create a more meaningful appraisal • Improve the link between role description, recruitment and development • Introduce more work based learning activities and ways to record & evaluate this • Utilise coaching far more extensively • Targeted senior managers and “the line” more effectively • Performance rewards & recognition linked to development activities • Specific and context related training needs analysis (eg avoid meaningless lists of generic skills)

16. Time to get tough ?? Align staff learning to strategic priorities and objectives Assess learning activity as part of appraisal & performance management systems Expect managers to direct and report on staff learning activity Require staff to engage in some form of learning activity – record it Understand & audit the knowledge & skills of staff

17. Generic skills lists don’t really help Look at role descriptions (competencies/behaviours./knowledge/skills) Work with a particular department, especially at times of change and pinpoint what skills are missing Break down a generic skills into something SMART ...e.g. Customer care skills Talk to the leadership about the skills that will give your organisation “edge”

18. CIPD Annual Survey Report 2008:Learning and Development, 2008 Management development increasing Importance of line managers in directing learning Growth in e-learning (but not as fast) and coaching Skills areas: management/leadership; communication; customer service & business skills New approaches to identifying need Efforts to develop a learning culture

19. Training to Learning (2005) Training an instructor-led content-based intervention, leading to desired changes in behaviour Learning a self-directed, work based process, leading to increased adaptive potential

21. So in addition to my earlier “get tough measures” • Wide support • See change as fertile learning ground • Learning embedded in daily activity for staff • Quality time needed • Strategy to evolve rather than act as the starter • Clear understanding of responsibilities • Learning methods that make sense to people • Learning that is relevant and appropriate

23. Based on presentation by Sheila Corrall , 2003 (CILIP President 2002-3)

24. What we need is ... A radical shift in our approach to learning and development BUT... This takes time and effort and organising training courses are quick and easy by comparison

25. It’s essentially for our benefit to get this right ... our employees our organisations our services our own careers Staff Development In our library services, we are working hard to provide personalised and relevant learning experiences for our students ... We need to start doing this for ourselves and our staff and our methods should reflect this

26. So let’s ... • Make sure everyone understands what is expected of them in terms of their learning • Stop being obsessed with writing strategy and policy and actually just do something • Not conduct generic training needs analysis that will give us the results we predicted (i.e. management development, customer care, electronic awareness, teaching skills etc ...) • Take full responsibility not just for our staff, but for ourselves (and get others to do the same)... Even if we don’t do anything else!

27. Although learning and development is a joint responsibility, it’s up to us as individuals to take control of our personal learning and development Oh, the Places You’ll Go! Congratulations!Today is your day.You’re off to Great Places!You’re off and away!You have brains in your head.You have feet in your shoesYou can steer yourselfany direction you choose.You’re on your own.  And you know what you know.And YOU are the guy who’ll decide where to go.