helping people learn april 08

Helping people learn

Martyn SlomanChartered Institute of Personnel and Development

Carmel KostosZest for Learning

www.cipd.co.uk/presentations www.cipd.co.uk/helpingpeoplelearn

Some propositions on the changing world of the trainer

a shift is taking place from training to learning, which is a self-directed work-based process1

effective individual learning is critical if employees are to acquire the knowledge and skills2

training and development interventions mustensure that learning is aligned with business activity 3

many different roles are involved in people development and boundaries are increasingly blurred4

PowerPoint exercise

Trainingan instructor-led, content-based intervention, leading to desired changes in behaviour

Learninga self-directed, work-based process, leading to increased adaptive capacity

Learning not training

Supporting, accelerating and directing learning interventions that meet organisational needs and are appropriate to the learner and the context

A new role for the trainer

A new role for the trainer

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The stakeholders

the employer/senior management1

the line manager2

the learner3

...and the implications for the trainer4

“You never know what the next product will be, so you need to update the skills so that people have new techniques to cope with whatever comes their way”

“Previously the investment has been in machinery, now the investment is in people”

Adrian Roberts Personnel Manager, Ina Bearing Company Ltd

The rate of learning must be greater than the rate of change L C

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Sveriges Radio Ethnic Minority Service

“If someone has left Iraq to train in Moscow as a journalist their ideas of public service broadcasting may not accord with what we regard as good practice.”

Sarah Roxström, Head of Programming for Ethnic Minorities

• fluent speakers of both their broadcasting language

• capable journalists • must understand the purpose,

ethics and values of public service broadcasting

SR International återkoppling

SR International har under vintern 2005 tagit fram ett antal kvalitets- och innehålls begrepp, med vidhängande definitioner, som talar om hur SR International ska låta och vara. Det handlar alltså om hela kanalen och hela program, och inte de enskilda inslagen enbart. De flesta begrepp är dock användbara ÄVEN på enskilda inslag.

1. Relevanta ”Inom ramen för redaktionen uppdrag och nyhets- och programpolicy tar vi upp ämnen som har betydelse för lyssnaren. Betydelsen måste vara synlig i inslaget/programmet. Vi sätter innebörden i ett sammanhang” 2. Informativa ”Vi ger upplysningar och presenterar fakta i ett sammanhang som gör det möjligt för lyssnaren och nå ny kunskap och bredare insikt” 3. Förutsättningslös ”Ta reda på saker utan att i förväg ha en bestämd ståndpunkt/åsikt i frågan eller för inslaget” 4. Varierat ”Våra program ska ta upp många olika ämnen i många olika former och med många olika röster” 5. Närvarande ”I programmen tilltalar vi alla sinnen och låter engagerade och fokuserade” 6. Ljudmålande ”Vi skildrar med berättande och ljudillustrationer”

Sveriges Radio Ethnic Minority Service

Sveriges Radio Ethnic Minority Service

“It has taken us some time to learn what is considered respectful”“As a Department we need better coaching skills.”

“In many ways it was much easier just to send people on a course, but the results would simply not be effective.”

Sarah Roxström, Head of Programming for Ethnic Minorities

www.cipd.co.uk/presentations www.cipd.co.uk/helpingpeoplelearn

Personal development plan

Evaluation of role at an incident

www.cipd.co.uk/presentations www.cipd.co.uk/helpingpeoplelearn

• new competitive models demand a different approach to the acquisition of knowledge and skills

• this is happening everywhere: we are all trying to move up the value chain

• trainers must no longer regard their activities as the sun round which learning planets revolve

The changing world of the trainer

Characteristics of good practice

Clear understanding of business drivers1

Help organisations add value2

Establish clear strategy for development3

Involve and engage other stakeholders4

Long-term view and short-term priorities5

Use appropriate processes and techniques6

Demonstrate value7

Understand the learners8

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Thank you