LEARNING ABOUT
LEARNING
WORKSHOP
WORKSHOP STRUCTURE:
CHOOSING A LEARNING SOLUTION
IDENTIFYING A LEARNING NEEDS
1. PRINCIPLES OF LEARNING
Why do we learn?
When do we learn?
How did you learn?
FOUR IMPORTANT PRINCIPLES OF LEARNING:
Learning through exploration
Memory needs meaning
Learning is cumulative
Memory needs repetition
FOUR IMPORTANT PRINCIPLES OF LEARNING:
MEMORY NEEDS REPETITION
How is this important in your role as a trainer?
How can you use this information as a trainer?
FOUR IMPORTANT PRINCIPLES OF LEARNING:
MEMORY NEEDS MEANING
How is this important in your role as a trainer?
How can you use this information as a trainer?
FOUR IMPORTANT PRINCIPLES OF LEARNING:
LEARNING IS CUMULATIVE
How is this important in your role as a trainer?
How can you use this information as a trainer?
FOUR IMPORTANT PRINCIPLES OF LEARNING:
LEARNING THROUGH EXPLORATION
How is this important in your role as a trainer?
How can you use this information as a trainer?
THE NEURO-SCIENCE OF LEARNING
THE NEURON
THE NEURON
A neuron is a nerve cell involved in the transmission of messages.
A brain has around 100 billion neurons
1 Neuron can be connected to 1000 others
They can exhibit or inhibit other neurons
NEUROLOGICAL ACTIVITY
NEUROLOGICAL ACTIVITY IS RESPONSIBLE FOR:
• ATTENTION • MEMORY • SENSING • EMOTIONS
ALL OF THE ABOVE ARE PROCESSES INVOLVED IN LEARNING.
ATTENTION
ATTENTION At a neurological level, attention has not been fully defined scientifically yet. However, there is evidence about two types of processing in attention:
FOCUSED ATTENTION
DIFFUSED ATTENTION
THE PRE-FRONTAL CORTEX
DR. BARBARA OAKLEY – FOCUSED VS DIFFUSED MODE MODEL
ATTENTION
Reinforced thoughts are solid patterns. New thoughts are new weak patterns
Diffused mode allows for wider range of patterns to be formed.
Let’s use an allegory from Dr. Barbara Oakley to explain Focused Vs Diffused Attention.
MEMORY, SENSATIONS AND EMOTIONS
INTRODUCTION
TIME TO MEET… THE LYMBIC SYSTEM!
THE LYMBIC SYSTEM AND SENSATIONS
Stimulating the senses
Creating
MEMORIES
NEUROPLASTICITY
NEUROPLASTICITY
I’m bad at studying! I train my brain I become good at studying! Neuronal connections Re-wiring of neurons New neuronal connections
Learn
Un - learn
Assimilation
Accommodation
EXAMPLES OF THESE PRINCIPLES IN ACTION
2. IDENTIFYING A LEARNING NEED
Sometimes an authority figure asks for a learning solution
Sometimes business data informs us about the need for a learning solution
Sometimes systematic observations tell us the need for a learning solution
Sometimes a focus group will identify the need for a learning solution
Sometimes a surveys and questionnaires will inform us the need for a learning solution
Sometimes a conversation with others will inform us about the need for a learning solution
IDENTIFYING A LEARNING NEED:
Focus Groups
Surveys Questionnaire
Conversations
Authority
Data
Observations
What are the pros and cons of each of these methods?
Activity No. 4: Together, which method was used to identify a learning need?
Activity No. 4: Together, which method was used to identify a learning need?
Activity No. 4: Together, which method was used to identify a learning need?
Activity No. 4: Together, which method was used to identify a learning need?
Activity No. 4: Together, which method was used to identify a learning need?
Activity No. 4: Together, which method was used to identify a learning need?
3.
SELECTING A LEARNING SOLUTION
Depending on the learning need, there are three types of learning solution that you can choose from:
CLASSROOM LEARNING
ON THE JOB LEARNING
BEHAVIOURAL LEARNING
Depending on the learning need, there are three types of learning solution that you can choose from:
CLASSROOM LEARNING
ON THE JOB LEARNING
BEHAVIOURAL LEARNING
CLASSROOM LEARNING
DESIGNING
PLANNING
FACILITATING
CLASSROOM LEARNING
Clearly define learning objectives/desired outcomes
Include lots of activities - Learning through exploration
Clearly define your session structure
More visuals than words
DESIGNING
CLASSROOM LEARNING
Smaller groups work much better
Pre-Work and Post-Work enhances the learning
PLANNING
Brief modular sessions are best!
Think logistics! - Set up - Breaks - Materials
CLASSROOM LEARNING
Most talking should come from the participants Ask questions!
Impress with your body language and verbal skills
FACILITATING
Follow the structure, times, breaks and activities
Allow learners to practice the content
Depending on the learning need, there are three types of learning solution that you can choose from:
CLASSROOM LEARNING
ON THE JOB LEARNING
BEHAVIOURAL LEARNING
“On the Job Learning” works really well in hospitality
Task – orientated Enables the learner to learn and practice a task.
Highly structured Follows a step by step process which contributes to the learning.
Highly effective Learning can be assessed at “real time” measuring effect.
Repeat to remember Applies the memory needs repetition principle of learning.
Long-term sustainability The learning stays for long if the steps are followed properly.
Easy to plan Little logistics, super brief sessions and happens in the workstation.
“On the Job Learning” method: 3 phases
I EXPLAIN, I DO.
YOU EXPLAIN, I DO.
YOU EXPLAIN, YOU DO.
4.
BEHAVIOURAL LEARNING
There are two main ways to address behavioural issues:
FEEDBACK
COACHING
THE COACH ASKS A LOT OF QUESTIONS
THE COACHEE COMES UP WITH HIS/HER OWN SOLUTION BY
COACHING
EXPLORING POSSIBILITIES
DEMONSTRATING COACHING
Activity No. 7: in pairs Practice coaching
💣
FEEDBACK
A POTENTIAL “BOMB”
PROVIDING EFFECTIVE FEEDBACK
CONTEXT
ACTION
CAR MODEL
FEEDBACK
RESULT
SUMMARY OF TODAY
CHOOSING A LEARNING SOLUTION
IDENTIFYING A LEARNING NEEDS
POST WORK
1. Using a SOP from your department (try to choose one in which at the moment may represent a challenge for your department, apply the “On the Job Learning method” as soon as possible so that you don’t forget the steps.
LEARNING ABOUT
LEARNING
WORKSHOP
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