Learning Workshop

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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