BEST PRACTICES FOR CONTINOUS LEARNING BEYOND THE CLASSROOM
WORKSHOP
Hello!
Name?
Organisation & role?
Why did you decide to become a L&D professional?
Workshop Structure:
Conditions for learning
The modern learner
Evolution of Learning
Best practices and tools
1.
EVOLUTION OF LEARNING
What is the purpose of learning?
How did you learn the last thing you learnt?
The “old established” approach to organisational learning
• Generic approach: everyone learns the same
• Trainer-driven: one person “knows it all”
A corporate requirement
•
Design for the “masses”
•
• Focused on transferring information even if not highly applicable
Delivered in a classroom setting
•
“One off” approach
•
The role of the L&D leader
REACTIVE ROLE
TRAINER
HIGH COST
COMPLIANCE FOCUSED
LOW IMPACT
OWNS THE WHOLE TRAINING FUNCTION
An approach based in
theories
of learning
• Learning styles: auditory, kinesthetic…etc…
• Some people just can’t learn some things!
• Classical conditioning theory (Skinner)
• Operant conditional theory (Pavlov)
Right Vs. Left side of the brain
•
AN NEW APPROACH CUSTOMISED FOR THE MODERN LEARNER
CONDITIONS FOR LEARNING
CONTEXTUAL FACTORS
FROM BEING:
TO BEING:
A corporate Requirement
Business Strategic Driver
Directed by Managers
Supported by Leaders, Directed by Learners
Traditional Style Delivered in the classroom
Multifaceted Experience Supported by technology
Designed for the "masses”
Consider personalized approaches
Classic Theories
Neuro-Science focused
LEARNING INFRASTRUCTURE
CONTEXTUAL CONSIDERATIONS
VIRTUAL LEARNING CIRCLES
ACCESSIBLE DIGITAL TOOLS
SOCIAL ECOSYSTEMS
MICRO- LEARNING
MODULAR SESSIONS
LEARNING INFRASTRUCTURE
VIRTUAL LEARNING CIRCLES
“WHEN A COMMUNITY OF LEARNERS GET TOGETHER TO EXPLORE, REFLECT AND LEARN A TOPIC”
DIGITAL EXPERIENCES
MICRO VIDEO CONTENT
LEARNING APPS AT THE CENTER
VIRTUAL REALITY
BLENDED MODULAR DESIGN:
Pre-Work:
Pre-Work:
Post-Work:
Pre-Work:
Using a digital Info-graphic analyse complaints trends for the last 6 months Interview a Duty Manager asking what is the main reason guests complaints
Watch a 10 minute video about the reactions that guests have when they complaint
Using a Digital Board share your experiences dealing with at least 2 complaints after the training in the next 2 months.
Spend 10 minutes with a senior leader who is very strong at handling complaints looking for advise on what should be done
MODULE 2: THE PSYCHOLOGY OF A COMPLAINING GUEST
MODULE 1: WHY ARE GUESTS COMPLAINIG?
MODULE 3: STEPS TO HANDLE A COMPLAINT
Session:
Session:
Session:
Using Digital Flashcards containing guest profiles, identify reasons why they may complaint according to their profile
Watch videos on complaints handling to extract tips
Facilitate conversation why guests complaint using pre-work analysis and interview Visit a website that provides Global statistics on the effects of complaints in hotels Affinity Wall: Let’s identify the top five complaints in our hotel
Role play the five top scenarios from module 2, using the guest profile information Study body language techniques on positive mirroring for complaints handling
Theory on psychology of complaints
Study case (Sound-bite) presenting main generic reactions from guests complaining
Debrief on Pre-Work
WEB BASED LEARNING
SELF-DIRECTED EXPERIENCES STIMULATING THE LEARNERS’ SENSES
EVOLVED FACILITATION EXPERIENCES
GRAPHIC
GAMIFICATION STAYS
TOOL BOX SESSIONS
MODULAR RATHER THAN SINGULAR
FUN AND MEMORABLE
EVOLVED FACILITATION EXPERIENCES
SPECIALIZED
RESEARCHED
100 % BLENDED
CONSIDERS PERSONALITIES
CREATIVE: DIVERGENT THINKING
MULTIPLE LEARNERS STYLES
CONSULTATIVE
LEARNING NEEDS ANALYSIS
OPENING STATEMENT
Perception is a subjective experience that influences the way we assess reality. As such, It is important to learn structured methods that help us identify learning needs more objectively .
LET’S SUPPOSE…
Customer satisfaction
A senior manager of your hotel
Create a learning solution
WHAT PROGRAM WOULD YOU DESIGN?
THE CHALLENGE IS…
It is in our nature to “make assumptions” in order to explain something. Especially when there is lack of information.
It is easy to believe that there is one cause (one factor) that has led to a certain outcome, instead of thinking of the many “variables” that may influence a particular outcome.
WHAT VARIABLES MAY EFFECT CUSTOMER SATISFACTION?
Tools & Resources
Level of skill
Method or process
Supervision
Experience
Motivation
Confidenc e
Empowerment
Product
Passion
Managemen t Style
Knowledge
ANOTHER EXAMPLE…
We are asked to create a training program about self- motivation for our leaders in the hotel because they seem unhappy.
SELF-MOTIVATION
HAPPINESS AT WORK
ANOTHER EXAMPLE…
We are asked to create a training program about self- motivation for our leaders in the hotel because they seem unhappy.
SELF-MOTIVATION
HAPPINESS AT WORK
ANOTHER EXAMPLE…
We are asked to create a training program about self- motivation for our leaders in the hotel because they seem unhappy.
Perhaps, there is a CORRELATION
rather than a CAUSATION!
SELF-MOTIVATION
ANOTHER EXAMPLE…
We are asked to create a training program about self- motivation for our leaders in the hotel because they seem unhappy.
COFFEE INTAKE
SELF-MOTIVATION
HAPPINESS AT WORK
BEING IN “LOVE”
TIREDNESS LEVELS
PLANNED HOLIDAYS
NO. OF YEARS IN JOB
A THOUGHT…
DO YOU SEE THE DIFFICULTY ASSOCIATED TO “CLAIMING” CAUSAL RELATIONSHIPS?
A THOUGHT…
THIS IS WHY IS SO IMPORTANT TO WORK WITH
“PROBLEM STATEMENTS”
IT IS FAR EASIER TO WORK WITH CO-RRELATIONS!
In learning and development, correlations are easy to find if we exercise:
PATTERN IDENTIFICATION
METHODS USED TO ASSESS LEARNING NEEDS
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
THESE 6 METHODS SHOULD BE USED FOR PATTERN IDENTIFICATION
THE 70:20:10 LEARNING MODEL
LEARNING HOW TO USE THE 70:20:10 LEARNING MODEL SHOULD HELP YOU FOCUS ON A CULTURE OF LEARNING RATHER THAN TRAINING
DIGITAL TOOLS IN LEARNING
OBJECTIVE:
To provide learners with “key concepts” from the workshop to take away with them and be able to revisit whenever they want.
Quizlet features include:
Learning component Digital Flash cards
• • • •
Monograms
Brief quizzes and games
OBJECTIVE:
To provide learners with digital booklets containing information from the workshop.
Especially used well with:
Pre-Work Post-Work
• • • • •
Sessions invites
Overviews of workshops
Learning catalogues / portfolios
OBJECTIVE:
To enable cohorts of learners to collaborate by exchanging concepts, materials, discussing topics and elaborating further reflection upon topics provided in the workshop.
Especially useful when:
• Leading a project with learners in different locations • Leadership development topics • Scrums • Modular learning
OBJECTIVE:
To provide learners with interactive activities including quizzes, word-clouds, polls, twits and multiple choice options.
Especially used in:
Tool box sessions
•
• As an “energiser” in classroom workshops
EXAMPLES
Virtual Reality
Graphic Facilitation
Mobile Use
Gamification
Learning spaces
BEST PRACTICES FOR CONTINOUS LEARNING BEYOND THE CLASSROOM
WORKSHOP
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