Preparing and Designing L & D Activities (PDL)

1. Preparing and Designing L & D Activities (PDL)

2. Learning outcomes On completion of this unit, you will be able to: • identify the factors that can influence and affect the design of learning and development activities • explain the different methods and resources to support learning and development activities and the relevant merits of each • demonstrate an understanding of how to design learning and development activities

3. Programme • 09.30 Welcome Back • 10.00 The factors that influence design • 11.00 Break • 11.15 The factors that influence design cont/… • 12.30 Lunch • 13.30 Methods and resources for L&D design • 14.30 Designing L&D activities • 15.00 Break • 15.15 Designing L&D activities cont/… • 16.30 Assessment Briefing • 17.00 Summary and Close

4. The Systematic Learning Cycle Non-L&D needs Organisation goals Gap in performance Identifying L&D needs (LNA) Evaluating L&D solutions Implementing L&D solutions Setting L&D objectives Preparing and designing L&D solutions

5. Design - where to start? Resourcing Objectives Reward Objectives Resourcing Objectives Individual Objectives (PDP, and so on)

6. Designing L&D solutions Factors influencing design Factors influencing design Analyse the learning need Picture a successful learner Picture the whole solution Adult learning theory Picture each element Design each element Develop materials & resources Deliver (pilot) and improve

7. The factors that influence design SESSION 1

8. Activity 1 15 mins Using the post-it notes provided, identify potential factors affecting L&D design

9. Factors affecting L&D design Amount HR Objectives L&D objectives Learning objectives Timing Organisational & national culture Learning styles Payee (eg; internal cross-charge) Trainer/facilitator skill Size of group & dynamics • Coaching • Mentoring • ‘ Sitting by Nellie’/work-based learning • Group training • Virtual learning • CBT/e-learning • Action learning • Self study, etc Job role Delivery methods available & facilities Legislation Learning need ASK Attitude Skill Knowledge • Location • Room size & layout • Equipment L&D solution duration/no. events/one-off vs. series Experience & previous L&D Immediacy of need

10. Types of skills (ASK)

11. Types of knowledge (ASK)

12. Trainer/facilitator skill Trainer relinquishes control to learners Learner involvement increases Trainer skill requirement increases

13. Relevant employment legislation – UK/EU

14. Activity 2 15 mins • identify one or more barriers to learning • identify ways of overcoming it/them

15. Overcoming barriers to learning

16. Overcoming barriers to learning

17. Adult learning theory – ‘andragogy’ • Reinforcement theory (Skinner or Pavlov) • Facilitation (humanist) theory (Rogers) • Experiential learning (Kolb & Fry, 1975) • Sensory – stimulation theory (Laird, 1985) • Learning styles (Honey & Mumford, 1986) • Principles of andragogy (Knowles, 1990) • Unconscious Incompetence model (anon)

18. Reinforcement theory(Skinner) • Key ideas: • behaviour is a function of its consequences • behaviour is repeated if positive reinforcement of actions • occurs

19. Facilitation theory(Rogers) Key ideas: • learning will occur by the educator acting as a facilitator (by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors) • a belief that human beings have a natural eagerness to learn • there is some resistance to, and unpleasant consequences of, giving up what is currently held to be true • the most significant learning involves changing one's concept of oneself

20. Sensory – stimulation theory(Laird, 1985) • Key ideas: • effective learning occurs when the senses are stimulated • if multi-senses are stimulated, greater learning takes place

21. Experiential Learning & Learning Styles (Kolb & Fry, 1975 and Honey & Mumford, 1986) Activist Pragmatist Reflector ‘Quality’ of learning Theorist

22. Principles of andragogy(Knowles, 1990) • adult learners bring a great deal of experience to the learning environment. Educators can use this as a resource • adults expect to have a high degree of influence on what and how they are to be taught / developed • adults enjoy active participation when learning • adults need to be able to see applications for new learning • adult learners expect to have a high degree of influence on how learning will be evaluated

23. Principles of andragogy(Knowles, 1990) (cont’d) 6. adults expect their responses to be acted upon when asked for feedback on the progress of the intervention 7. adults like constructive feedback that helps their development 8. adults welcome opportunities to practice at their own pace 9. adults do not appreciate feeling ‘lost’ 10. adults welcome sharing ideas / learning from others

24. Unconscious – Incompetence Model

25. Methods and resources for L&D design SESSION 2

26. Delivery methods and resources Location/Room Self-study Action Learning Trainer/ Facilitator Equipment CBT/e-learning Facilitation Materials

27. Activity 3 15 mins Identify advantages and disadvantages of one delivery method as allocated by your tutor

28. Activity 4 20 mins Discuss the relative advantages and disadvantages of two of the following as allocated by the tutor: • case studies • icebreakers/energisers • individual delegate practice • role play • quizzes/tests

29. Designing L&D activities SESSION 3

30. Designing learning objectives Resourcing Objectives Reward Objectives Resourcing Objectives Individual Objectives (PDP, etc) S M A R T

31. Activity 5 15 mins In groups, write one SMART learning objective for a one day time management course for line managers

32. The informal ‘rules of thumb’ for L&D design • Overall Structure • design in full then cut in half • 20 minute ‘chunks’ work well • ‘signposting’ is key throughout • ensure clear sequencing and transition between sessions • ‘bite-sized’ chunks as sessions • appeal to all learning styles • Visual Aids (e.g. PowerPoint/Flipcharts) • max six bullets to a slide/flipchart • minimise animation • quality - clear font, layout, etc • always have a title • managed use of colour • Materials • clarity and brevity • ease of use • detail to complement visual aids and main delivery • Learner/Delegate Involvement • effective timing of exercises, etc • clarity on tasks • realism in task vs. time • constructive feedback • manage transfer of control to delegate

33. Key steps: • consider and incorporate all of SMART objectives into the plan • consider top level content against these objectives • review all available supporting materials, resources, venue logistics and training aids • develop sequencing and signposting of content, considering how the session will follow the ‘3 T’s’ as a skeleton structure • consider blend of delivery approaches and balance of didactic delivery • and learner interaction • consider realistic timing based on content and delivery approach • develop trainer notes that will actas a guide throughout the • intervention, ensuring content and trainer notes are accurate and will • achieve the desired learning objectives and measurable change in • behaviour Developing ‘lesson plans’

34. Formatting the plan: • in a form that works for you, but most importantly for the learner to ensure: • consistency of information from group top group (if more than one) • records what will be taught so that a back-up deliverer can delivereasily from the plan and trainer notes • allows for revisions based on learner evaluation (if it is not written down, how do you know what to revise?) • e.g. Developing ‘lesson plans’ (cont’d)

35. Sequencing and ‘signposting’ Begin with the end in mind If you don’t know where you are going, how will you know when you have got there?

36. The 3 T’s

37. Assessment & evaluation of L&D activities Results Behaviour (ASK) Formative Summative Learning Reaction • Organisational metrics • Business and L&D objectives • Pre-course questionnaires • LNA results • Trainer observation & questioning • Learner feedback • ‘Happy sheet’ • Workplace observation • Focus groups • Line mgr interviews • Organisational metrics Validation Assessment Evaluation

38. Before the solution pre-briefing session clear learning goals stated learner benefits pre-learning test/quiz necessary ‘un-learning’ barrier removal After the solution de-briefing session measurement and evaluation of: on the job performance post-learning evaluation (Test) effectiveness of training/learning activity follow-up trouble-shooting clinics/coaching learner support networks case studies of practical applications positive affirmations for future learners Integrating learning and achieving effective transfer

39. Activity 6 45mins • in small groups, identify one organisation from within the group • identify a subject area for L&D solution design (assume a LNA has been conducted and has identified a need) • produce an outline of your solution (it does not have to be a training course), identifying and justifying the following:- • organisational factors that you have considered in that design • three SMART learning objectives • delivery methods • content (outline only) • consideration of relevant learning theory • initial ideas on how you will assess and evaluate the solution • how you would accommodate legal issues • present your ideas back on flipchart (max 10 mins)

40. Assessment briefing - PDL