Fostering and Adoption - Train the trainer Day 2 slides (JH040314)
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Research in Practice Fostering and Adoption learning resources. Train the trainer Day 2 Slide deck

Research in Practice Fostering and Adoption learning resources. Train the trainer Day 2 Slide deck

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Fostering and Adoption - Train the trainer Day 2 slides (JH040314) Presentation Transcript

  • 1. Fostering and adoption 1
  • 2. 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 2
  • 3. 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 3
  • 4. 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 4
  • 5. Objectives At the end of today’s 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. 5
  • 6. 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 6
  • 7. 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 7
  • 8. 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 xx of your delegate pack to record your answers. • Appoint a spokesperson who will feed back your ideas to the main group. • Timings: 40 minutes 8
  • 9. Training transfer 9  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
  • 10. Training transfer 10  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)
  • 11. 11 Delegates are motivated to learn, understand how it relates to their role and what benefits it will provide. Learning is designed and sequenced to provide opportunities for practice, feedback and to develop clear action plans Supervisors/managers help individuals identify their needs, review their action plans and provide feedback on performance. Individuals and teams are given opportunities to put their learning into practice and share best practice. Training transfer
  • 12. Training transfer Professor Nicholas Clarke 12
  • 13. 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. 13
  • 14. Time for tea 14
  • 15. Supporting skills development “Many supervisors punch above their organisational weight, frequently having a much greater influence on staff and practice than they think.” Children’s Workforce Development Council (2009), EDP Guide for Supervisors, pg. 9 15
  • 16. The four stages of learning Unconscious incompetence Conscious incompetence Conscious competence Unconscious competence 16 Conscious competence ladder attributed to Noel Burch Gorton Training Organisation 1970’s
  • 17. 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 17
  • 18. 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 18
  • 19. Key questions to consider How do you prefer to learn? How will you measure your progress? What have you achieved? What do you need to know? 19  Key stages in helping individuals identify their learning needs and review progress include:
  • 20. 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 20
  • 21. 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 21
  • 22. 22
  • 23. Training design and delivery 23  Learning is designed and sequenced to provide opportunities for practice, feedback and to develop clear action plans
  • 24. Training transfer Professor Nicholas Clarke 24
  • 25. 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 25
  • 26. 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 26
  • 27. 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? 27
  • 28. 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? 28
  • 29. 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 29
  • 30. Time for tea 30
  • 31. 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 31
  • 32. Fostering and adoption learning resources 32
  • 33. Recap During the two workshops we have introduced:  a number of the key topics to become familiar with the structure of the learning resources  the structure of the web site 33 Used the trainer resources to assess how we can:  plan how to use the learning resources  use the resources to support skills development  design and evaluate a learning activity
  • 34. Next steps  Assess your organisations needs and identify how you wish to use and disseminate the resources including: o Centrally delivered workshops o Team based group discussions o Self directed learning  Attend an implementation webinar for additional support on how to plan your activities and address issues May 8th 2014 34
  • 35. 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 35
  • 36. Evaluation forms • Please complete your evaluation forms 36
  • 37. Objectives At the end of today’s 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. 37
  • 38. Thank you 38