Fostering and adoption

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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 todays 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
• 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

• 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

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Training transfer

• 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
Learning is designed and sequenced to provide
opportunities for practice, feedback and to
develop clear action plans
Delegates are motivated to learn, understand how
it relates to their role and what benefits it
will provide.
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)
• Clip available to watch on Vimeo

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Training transfer conclusions

• Effective learning activities
• result in new skills and knowledge being used in
  daily working practice
• motivate individuals because they are relevant,
  interactive, work based and valued
• are designed to include opportunities for
  practice, feedback and to develop clear action
  plans
• 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.
• Childrens Workforce Development Council (2009),
  EDP Guide for Supervisors, pg. 9

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The four stages of learning
Conscious competence ladder attributed to Noel
Burch Gorton Training Organisation 1970s
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Potential approaches
Learning 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
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Potential approaches
Learning 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

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

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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 needs
• set SMART learning objectives and agree preferred
  learning activities
• review learning and agree opportunities to
  practice new skills
• provide coaching support and feedback

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(No Transcript)
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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
• Reflection point
• Action 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 values
• how they will tailor the learning to your needs
• what training methods will they use
• how 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 topics
• the structure of the learning resources
• 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

• 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 todays 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