Certificate in L&D Practice (CDP) from the CIPD

New qualification – Certificate in L&D Practice (CDP) from the CIPD

Today I was lucky enough to be in a meeting with one of the leading providers of the old CTP , looking at the new CDP programme on offer. The changes to the new qualification are substantial, making the qualification much more relevant to todays business and  L&D needs for the future. 

More hours, deeper content, more ‘lifelike’ assessments, learner centred approach, accelerated learning.. a great package.

CTP to CDP – More than just a name change

While many providers will no-doubt ‘re-badge’ their existing offer, this particular provider has literally started with a clean slate. Everything about the course is new:

• More realistic assignments
• More learning time
• More peer reviews
• Focus on what L&D do now – not what training functions did 20 years ago
• Gone has the tutor – in comes the facilitator with a very different remit
• Gone – pass, merit, distinction – in comes Satisfactory – Not Yet Satisfactory (NYS)
• Out goes the bias for old theory – in comes practical and tangible application

None of the existing centres have yet had their content verified by the CIPD, although some are due to start 2010 programmes in the coming 6-8 weeks. many have written the material to the new standards and are starting on the premise that approval will be awarded. While this may seem a strange way to work, the approval of qualifications can be a protracted process and commercial organisations need to make money! the risk is with the providers who may need to make adaptations to the content or assessment process “on the fly”. this is not an un-common strategy by both qualification bodies and providers.

As one of the tutors for a provider of the current CTP, and facilitator to be on the new CLP, I can say hand on heart this is a better qualification and participants will gain more from the new format than they will the old one. This is not to say there is anything wrong with the CTP – but it is a little past its sell-by-date, and both the world and the learning and development expectations of our employers has also changed.

Train the trainer course – what to look for?

17 things to looks for in a Train the Trainer course…

Search the web for a train the trainer course and you are provided with a long list of websites which all appear to meet your needs – but do they? What is a train the trainer course? are they all the same and will they meet your needs?

What is Train the Trainer?

Lets first look at what a trainer is. Today in 2010 a trainer is a little different from those 10-20 years ago, indeed even the language has changed.

There are in essence 4 types of ‘trainer’ :

1. The full time ‘all skills’ trainer within a company or organisation
2. The part time trainer who has another role – often a “Subject Matter Expert” (SME) or “Subject matter Resource” (SMR)
3. The “training Officer” or “Learning and Development Adviser” a person that supports training (learning & development) in an organisation
4. The “Training Manager” or “Learning and Development Manager” who manages the function and provides strategic input and advice to the organisation.

(note in many organisations a wide range of terms is used, and indeed in the last 5-10 years the term “training” has been dropped in favour of “learning and Development” as a sign of the focus shifting from the organisation driving the requirements to the individual taking increased responsibility. In reality that does not often happen but that is the subject of another article!)

For each of these “trainer” roles different training and skills are required.

For the first two groups, a short course in design and delivery is often all that is required. The “Training officer” role requires a more rounded  skills set beyond basic analysis and delivery. And finally the manager has considerably different needs.

Just to add some confusion there is a new type of “trainer” and this one is called the “Instructional Designer”. This is a skill which has always been required in those that deliver training, however increasingly organisations are using e-learning and this is where a resource is needed that understand the basics of learning psychology to be able top construct the content for a technical specialist to fully configure.

Which of these 5 are you looking to develop? Knowing this can save a lot of unnecessary expense and save a lot of time.

What skills are needed in a trainer?

The ability to look at a task, break it down into manageable chunks and then design a range of ways of being able to communicate and test that knowledge and ability in others.

As the person physically delivering “face to face” a wide range of skills is required from rapport building, asking questions and interesting and engaging delivery.

The skills needed to run training day after day are different from running occasional sessions. In addition if your ‘experts’ are running training for clients it needs not only to be factually accurate, but it needs to engage people so that they listen and learn. There is nothing worse than have an expert in-front of you, doing their thing and you are bored out of your skill as they have the communication skills of a walnut.

If the course/ session is only 1 Hr long we can all suffer poor style (but we shouldn’t) – longer than that and style is just as important as content.

So once you have decided on the content you need then you need to find a provider:

What to look for in a short Train the trainer course:

1. A small number of participants (less numbers = more interaction)
2. Between 3 & 5 days ( anything less and experience cannot be built)
3. Provides participants the chance to practice at least 4 times
4. Includes an assessment of performance which is undertaken at the end (and that some people do not pass!)
5. Uses accelerated learning or “brain friendly” techniques (i.e. takes account of weel researched learning psychology)
6. Flexibility in delivery approach (we don’t want ‘robot’ trainers)
7. Something that can be built on if and when the role develops
8. Included one to one skills training and group work
9. What is included in the price e.g. manuals, web material, certification costs, ongoing costs?
10. Provides support beyond the training event for free (reasonable support)
11. Check that the trainers are aware of different learners needs (learning styles, pace etc) and that the course accommodates these
12. Are they able to provide testimonials from previous participants?
13. Is the course accredited by relevant bodies (if relevant)
14. Check that the trainer is themselves qualified
15. That the trainer undertakes continued development
16. That the course does not include any debunked theories ( eg Myths/ miss-quotes: Mehrabian, Yale/ Harvard goal setting, “Learning Pyramid”, only use 10% of our brain, practice makes perfect, left brain/ right brain)
17. Have a money back guarantee (if a public programme)

In the UK there are a large number of “train the Trainer” courses including:

CTP (Certificate in Training Practice – from various suppliers with varying content and accreditation including the CIPD) TMPA, TAP, ELF PTTLS and many others. In a series to follow in 2010 we will explore some of these courses in more detail.

CIPD qualifications for Learning & Development (New – CDP)

New CIPD qualifications for Learning and Development

Late in 2009 the CIPD have announced some new qualifications that will supersede the CTP, Certificate in Training Practice. There will be two new qualifications for this market – a level 3 and a level 5 programme.

There are not much in the way of details at the time of writing this however the information given below is provided in good faith and as-is.

The announcement of these two programmes is a first for the CIPD, in that for the first time their qualifications are mapped  to the national framework model for professional qualifications. This opens a path for more focussed qualifications linked to the CIPD and the HR/ OD function.

 New Level 3 qualification – certificate in learning & development Practice (CLDP or CDP)

These programme are aimes at practitioners, those involved in the design and delivery of learning solutions

New CIPD Certificate in Learning and Development Practice – CLDP or CDP  (26 credit points)
Unit title (table 2)	Credit value	Designation
Developing yourself as an effective learning and development (L&D) professional	2	Core
Understanding L&D and the organisational context	3	Core
Recording, analysing and using L&D information	3	Core
Delivering learning and development activities	6	Core
Table 3	14 credits
Undertaking a learning needs analysis	3	Option
Preparing and designing learning and development activities	3	Option
Evaluating learning and development activities	3	Option
Developing your coaching skills for the workplace	3	Option
Developing your mentoring skills for the workplace	3	Option
One or two units from the Certificate in HR Practice (see table 2) (maximum of 6 credits only)	6 or 3	Option
	12 credits
Note:
1. Certificate in L&D Practice (26 credits) Learners will be required to take the core units (total of 14 credit points) and may choose units from the options listed in table 3 (and some from table 2) up to a value of 12 credit points in total. This allows considerable flexibility e.g. 2 x 6 credit units; 4 x 3 credit units; 1 x 6 credit units plus 2 x 3 credit units. Students enrolled on the Certificate in L&D Practice must take units totalling a minimum of 6 credits from the L&D list in table 3.
2. Diploma in L&D Practice (38 credits) Learners seeking a Diploma in L&D Practice will be required to take the same core as the certificate and a minimum of four L&D units from table 3, plus units from table 2 to achieve an overall total of 24 credits for the options.

Level 5 programme: new CIPD Certificate in Learning and Development Management CLDM or DLDM or Diploma in Human Resource Development (DHRD)

 This programme is at an intermediate level, and suited to managers of Learning & Development functions.

Table 2 ROC for New CIPD Certificate in Learning and Development Management (26 credit points)
Unit title (working titles and subject to change)	Credit value	Designation
Developing yourself as an effective practitioner	2	Core
Analysing the organisational context and the role of L&D	3	Core
Managing and co-ordinating the L&D function	3	Core
Improving practice in learning and development	6	Core
Table 3	14 credits
Developing, piloting and evaluating learning and development initiatives	6	Option
Facilitating organisational learning and development activities	6	Option
Meeting organisational L&D needs through blended learning	6	Option
Evaluating learning and development within an organisation	3	Option
Working with third party suppliers to deliver organisational learning	3	Option
Developing coaching and mentoring within organisations:	3	Option
One or two units from the Certificate in Managing Human Resources -maximum of 6 credits only	6 credits maximum	Option
	12 credits
Note:
1. Certificate in HR Development (26 credits) Learners will be required to take the core units (total of 14 credit points) and may choose units from the options listed in table 3 (and some from table 2) up to a value of 12 credit points in total. This allows considerable flexibility e.g. 2 x 6 credit units; 4 x 3 credit units; 1 x 6 credit units plus 2 x 3 credit units. Students enrolled on the Certificate in HRD must take units totalling a minimum of 6 credits from the HRD list in table 3.
2. Diploma in HR Development (38 credits) Learners seeking a Diploma in HRD will be required to take the same core as the certificate and a minimum of four HRD units from table 3, plus units from table 2 to achieve an overall total of 24 credits for the options.

There appears to be some discrepancy in the documentation available as to the title of this course. I hope that they include the term “management” as this will enable providers and purchasers to apply for public funding where available. Table 1 contains the HRM content and is not reproduced here.

As soon as more information is available on these new qualifications from the CIPD I’ll let you know.

The data in the table is (c) the CIPD

Technology based learning – does it work (e-learning)?

Using Technology based platforms to support learning – does it work? 

Increasingly the use of technology to support or in some cases to deliver learning is on the increase.

While reading a post on one of the forums this morning I came across a debate about the willingness for “trainers” to adopt technology to support or deliver learning.

The author of the piece (Martin Addison from VideoArts) cited the following:

Trainers don’t have the stomach for more preparation

Here, the allegation is that trainers have, over time, developed programmes that have been proven as effective and, with some tweaking, they can re-use these time after time – and adding technology to the mix would mean they’d have to start over. I think it is grossly unfair to suggest that trainers are not adopting technology because it would involve too much work. The vast majority of trainers work hard to fully prepare their programmes and to tailor their provision to the needs of their audience, so this accusation doesn’t hold water. It’s ‘survival of the fittest’ out there and there’s simply no room in the market for trainers who are unprofessional or ineffective.

Trainers have had their fingers burned before

Here, the allegation is that trainers are sceptical of the merits of technological innovations because they’ve seen – or may have invested in – other promising technologies that did not live up to expectations. This is an understandable human reaction. In the last recession, for example, e-learning was heralded as a panacea that would provide the blueprint for future learning. We were told no one would ever train in a classroom again. Of course, such predictions proved false. But few trainers have completely turned their backs on e-learning as a result. Many agree that today’s e-learning courses are a vastly different proposition. In other words, e-learning has been forgiven. This time around, it’s proving a worthy addition to the training mix.

Trainers are worried about the reliability of the technology

Here, the allegation is that trainers don’t want to be vulnerable to perceived threats such as an unstable internet connection or a crashing computer. I fully understand that a trainer may be reluctant to test out a new approach because they feel their job is on the line and they’re not willing to take a chance on something that might not work. However today’s computers and broadband connections are a lot more dependable. Technology has also created alternative options. For example, rather than streaming video via an internet connection, you can download it direct to your laptop, negating the need for you to rely on an internet connection at all.

Replies included:

• Cost
• Reliability, time to prepare
• Perceived value

Certainly these are all valid reasons for carefully considering the vehicle to be used – but there is a bigger issue, one which the Learning and development world has skirted around for some time…. As an industry we have been drawn to the “shiny new..” thing or fad (fad surfing), or often change for change sake, but this misses the real point.

My thoughts:

There are a lot of good logical, cognitive and economic reasons that have been given. I for one love technology, but it does have a time and place.

Some years ago I attended a conference on E-learning where Professor Heinz Wolff presented, he raised some interesting points that many of us forget…

1. Humans learn by one or 2 ways – trial & error of copying – well we don’t have time in business for trial and error so…
2. While we understand HOW the human brain works more, decade by decade, it has hardly evolved in the last 40,000 years or so
3. What makes Humans different from other animals is our pose-able thumb, and the association we have when building learning – we use a mix of cognitive and ‘muscle memory’. Where is the muscle memory element in most (current) e-learning?
4. We are a social & emotional species, we remember more when a memory is emotionally ‘hooked’

Take these things into account and it is no wonder that many people struggle to learn via e-learning – as designers we can include interaction, but we often miss out on the emotional elements. There is little or nothing we can do as far as muscle memory goes, as for most systems the input mechanism is fixed (keyboard & mouse) and these moves are identical for all interactions with the technology.

Sure in groups (face to face or online) we can discuss an experience we share – and this may well include DVD or Youtube productions, this meets the social and potentially the emotional elements, but still misses out on the muscle memory or kinaesthetic factors.

The challenge therefore is to correctly blend the appropriate technologies based on the form of learning required – there is no magic single solution. Sure technology will make it easier, but along with that comes the challenge of learning professionals to adapt the technology for pragmatic solutions

The new training (learning and development) manager on the block

The New Training or Learning & Development Manager

You know the scene, you have been asked by your line manager to take on the role of company trainer. You accept. But what does this mean? You know that trainers teach people things they have not done before. So being a trainer is about sharing your experiences and skills… isn’t it?

Who needs to be trained?

Well actually… employees may need help improving in their current role, preparing for promotion, or developing their leadership skills, so this is often much more than just about sharing your existing skills, although this is how it starts. So if this is the future role you will be undertaking what skills do you need?

What do trainers do?

The term ‘training cycle’ is often quoted; a typical representation of a training cycle is shown here:

Therefore, to be a trainer we need to be able to:

 

Identify training and learning needs

Set objectives

Choose the right training methods and techniques

Implement and deliver training solutions

Evaluate training provided

 

Identifying training needs

Before we can deliver any training we have to understand the needs of either the individual or group of employees: What knowledge do they currently have? What do they need to know, and what do they need to be able to do? Identification of training needs (training needs analysis TNA) is the identification of the gap you as a trainer should look to fill. Of course, any TNA should be completed within the context of the culture and business needs of the organisation and not in isolation.

One step that is often overlooked in a TNA or gap analysis is the act of task analysis. A task analysis is a detailed look at the skill or role required. An effective task analysis can make the difference between effective and ineffective TNA. Often undertaking the ‘boring’ activity of completing a detailed task analysis can help us to identify the critical step, which if left out of the learning/ training plan means that learners know 99% of what we need them to but miss the 1% that makes all the difference. If you run a training course (say IT, systems or skills) and people keep coming back or productivity has not improved, then the chances are a critical step has been missed.

Setting objectives

Once we know the gap, we can articulate this to managers, participants and learners and set targets. The ability to write a SMARTer goal should not be underestimated. Having clear goals can often mean the difference between effective and ineffective training.

Choosing training techniques

The use of self study, elearning and on-the-job coaching is reducing the need for traditional classroom-style delivery, although it still has its place. When designing training to fit an identified need we need to look at a blended solution.

This may include guided reading as well as a classroom or one-to-one coaching session. Often the delivery will be chosen for logistic and financial reasons rather than ‘best practice’. However, as trainers we need to understand the strengths and weaknesses of all available solutions.

Delivering training

For many trainers this is where the job starts and finishes. Many trainers are handed content to deliver and they spend the majority of their time face to face with learners.

Building your training delivery skills can take a long time. Many people believe that because they are competent in a particular role they can train others easily. This is just not the case.

As trainers we need to account for a range of factors – learning preferences and needs, the skills and knowledge each individual brings to the room, our strengths and weaknesses, the basics of learning psychology, how to structure a session and why these factors are important.
So unfortunately, a one-day presentation skills course will not be enough. Being a trainer who works with groups is a little like learning to drive: the day you pass your test is the day you start to learn to drive. There are many courses that can get you your ‘license’ to train solo… but that is when you as a professional start to learn to train.

Evaluating training

It is all very well spending time and money on people, but did the training do what it was supposed to? The ability to measure learning and the success of training is vital to our profession. If we cannot show that we are adding value, why should they keep us on? Evaluation can occur at a number of levels. These are often referred to as Kirkpatrick’s four levels of evaluation.

The four levels of Kirkpatrick’s evaluation model essentially measure:

The reaction of the student – what they thought and felt about the training

Learning – the resulting increase in knowledge or capability

Behaviour – the extent of behaviour and capability improvement and implementation/application

Results – the effects on the business or environment resulting from the trainee’s performance

Most train the trainer courses look at levels one and two, a few look at level three. Level four is more often a learning and development managers role, rather than the trainer.

Using the training cycle is only part of the picture, and any use of this process must be within the context of business and organisational requirements.

The perfect train the trainer course

In an ideal world what should a train the trainer course cover? This is a difficult one, as different trainers will have different priorities. But the following is a good start:

Carrying out a basic training needs analysis

Understanding the psychology of learning, the process of learning, learning styles, preferences, etc.

Structuring a learning event – lesson/session plans

Objective and outcome defining and writing

Delivery skills:

• Presentation skills
• Facilitation skills  
• Demonstrations
• Facilitating learning exercises and activities
• Giving feedback
• Managing questions
• Managing behaviour in the training room
• Using learning aids – flipcharts, models, videos etc.
• Training room evaluation techniques

 

Public train the trainer courses

There are many train the trainer courses available. One of the better known is CTP (certificate in training practice) from the CIPD. This is a level three qualification, it normally takes a year, and is based more on underpinning knowledge than delivering skills. It’s designed for those who are looking to build a career in training and development.

In IT training are two providers that stand out from the crowd – TAP from The Training Foundation and ELF from Matrix42. Both started in the IT world but have developed their products to the more general market. Both offer external certification for their courses. In both cases the programmes are a ‘pass/fail’ with unsuccessful participants not being awarded certificates. This is refreshing, as it is an attempt to improve the training delivery standards in the UK.

There are many providers which offer ‘self awarded’ certificates. There are also many that advocate advanced techniques… but lets get the basics right first and then develop!
Mike Morrison is director of RapidBI Ltd, a consulting and training company specialising in organisational development and the development of high performing teams and individuals. For more information go to www.rapidbi.com

Pecha Kucha or the 20×20 presentation technique

Pecha Kucha or how to get your point across in less than seven minutes?

Do you want your audience to be hooked from the off? Then this is a presentation technique to explore

Pecha Kucha (pronounced peh-cha ku-cha) is a presentation technique especially for those that love PowerPoint, and this method ensures it is fun, fast and interesting. The approach limits the presentation to 20 slides and 20 seconds per slide – a maximum of 6 minutes 20 seconds. A unique structure for a presentation. Challenging for any event where one person is facilitating the whole event – but great for conferences and multiple speaker events.

Why Pecha Kucha?

At a time when every person in the world can use PowerPoint – badly, and we are increasingly exposed to more and more presentations it is time to look at what we inflict on other people.

Pecha Kucha is a brilliantly simple technique to ensue that a presentation is not word bound. Is not boring and irrelevant (well it helps) and is focused on the key issues the presenter wants and needs to communicate to their audience.

The concept of Pecha Kucha was originally developed for the world of “creatives” in architecture as a way of encouraging individuals to share their creativity and maintain the passion by all parties, without boring people to death!

In the context of these events the format works well, but the format has a wonderful role in the training and development of presentations skills of business and school based presentations.

Pecha Kucha Nights

What is a Pecha Kucha Night?

Pecha Kucha Nights were originally devised by Astrid Klein and Mark Dytham (Klein Dytham architecture), was conceived in 2003 as a place for young designers to meet, network, and show their work in public. But as we all know, give a microphone and stage to a designer (especially an architect) and you’ll be trapped for hours. The key to an effective Pecha Kucha Night is its patented system for avoiding this fate. Each presenter is allowed 20 images, each shown for 20 seconds each – giving 6 minutes 40 seconds of fame before the next presenter is up. This keeps presentations concise, the interest level up, and gives more people the chance to show.

Pecha Kucha (which is Japanese for the sound of conversation or chatter) has tapped into a demand for a forum in which creative work can be easily and informally shown, without having to rent a gallery or chat up a magazine editor. This is a demand that seems to be global – as Pecha Kucha Night, without any pushing, has spread virally to over 100 cities across the world.

If you are interested in starting a Pecha Kucha Night in your city, please contact : pechakucha@klein-dytham.com
Paragraph taken from

Application of Pecha Kucha
While originally developed for open style events the approach is valid for all forms of presentations, training, business pitches and staff communications.

This approach does require considerable discipline and some practise (yes a good presentation does need a run through or two first!) it is a freeing and powerful approach to presentations in a multimedia age. It encourages presenters to break out of the PowerPoint template.

I am not convinced that you could or should run any full event or meeting using this strategy – it is a powerful approach for introductions or for summarising events and workshops.

Practical applications of Pecha Kucha?
If nothing else, the basic aproach of Pecha Kucha is good training and good practice for anyone involved in delivering to others.

Everyone should try Pecha Kucha at some time or another; it’s a great exercise for getting your story down even if you do not use the method exactly for your live talk in your work.

Unless attending a Pecha Kucha Night it does not matter whether or not you can implement the Pecha Kucha “20×20 6:40″ method exactly in your own organization, but the spirit behind it and the concept of “restrictions as liberators” can be applied to most any presentation situation.

Using this approach makes going into detail difficult. The key is to have a good discussion after a Pecha Kucha type of presentation and then it may work well in every situation

I can see trainees or students give this kind of presentation about their assignments or work followed by discussion and questioning and probing by tutors, facilitators and the class.

This approach would be more challenging for a student and a better indication of their knowledge and skills than a traditional 30-40 minute presentations

See an example of Pecha Kucha:

Rules of Pecha Kucha – 20×20 6:40

Here is the simple yet powerful framework to deliver your own Pecha Kucha format presentation:

1. Use powerpoint to build 20 slides
2. Set the timing on each slide to 20 seconds
3. Use only simple words or a picture on each slide
4. Use the slides as a storyboard
5. Practice.. practice.. practice

The last slide is also only up for 20 seconds – when there are no more pictures – stop talking!
Then is the time for questions.

In this format it is easy to have four presentations per hour – 6:40 for the delivery and 8:20 for questions.

Pecha Kucha is a great way of introducing a longer session or to summarise learning or material covered. If you have any good examples please link to them in the comments with an outline of what your Pecha Kucha presentation is about.

 

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Other formats

 

There are other formats of ‘quick’ presentations including:

Lightning Talk – less structured approach usually without slides and of a variable length (1-10 mins)

Ignite an almost identical format but created later by another media company

Twitter as a training and learning tool – some examples

How to use Twitter as a training & learning tool

In the last couple of weeks I have written a number of articles on the use of Twitter (micro-blogging platforms) which have proved of interest. Now is the time to take this further.

Before we even look at how twitter can be used for learning, training and education, we need to understand the context before the content. While at a conference this week #iitt09 I was amazed at the number of ‘trainers’ that did not appear to understand the difference between training and learning. Why do so many people seem to think that training=learning=education… no they are very different and valuable tools.

This is important as training via Twitter can be very difficult – but stimulating learning is very easy…

Two definitions – training and learning

Training:

Training is the conscious and planned process of transferring knowledge, skills and attitudes to others.
The concept of transfer here is critical, as is the element of planning.

Learning:

Learning is the processing and assimilation of what we hear, see or experience that alters or improves our knowledge, skills and attitudes.
The combination of knowledge, skills and attitudes is behaviour. If someone trains us, or we learn something new or different, it is our behaviour that is affected.

If our behaviour is changed, we have learnt something.

Training is active – it is conscious and planned – it does not just happen.

Summary – Training is done TO individuals – Learning is done BY individuals

Back to micro-blogging.

Now we understand the difference between training and learning, we can start to explore the various ways that twitter and other micro-blogging platforms can give us. Twitter is a platform, not a solution. It is a way of getting information from one to many people – in many directions at once. There is no single right or wrong way to engage with the technology. It is this that is causing many barriers to people. If one of your first questions is “How can you train anyone in 140 characters” then you are in the wrong place – if your first question is “How might this technology enable me and other to learn” then you have a chance. Web 2.0 is not about “How can it…”… its is about “how can I…”.  Technology like this is often a solution waiting for a problem. Much like the first PCs and desktop computers. many said that there was not a place for personal computers

Twitter is a great tool for developing, maintaining and growing communities of practice. people with a common reason to connect. the use of hash-codes (#) has been beneficial in this. Essentially you can search for these in twitter search (and other) and find people tweeting views, opinions and facts from events or about key topics. Topics that are relevant at the time.

Within certain limitations it can be used as a training tool, however it is much more powerful for the learner as a learning tool.

For me, the killer offer from twitter is the fact that it is predominately real time, here and now. Older material is on the whole ignored. As the pace of change increases faster and faster, we need to find out about solutions here and now. Twitter can do that. If we use traditional search engines the content may be 5-10 years old. The ‘trick’ to twitter is that you do not do something once – you do it several times.

 

Using Twitter to train English as a second language

In 2007 some research in China was carried out to look at uses of Twitter in education for the teaching of English – it was clearly a tool of value.

Other examples and applications:

Universities like Manchester are experimenting with twitter as a tool for learning

The site teaching technology has 12 tips for using twitter in the classroom

Can twitter be used in the ‘classroom’ – yes indeed.  Twitter and other collaboration and communication tools – This tool, along with other classroom online tools, allows the classroom to move from being a centre of isolation to a centre of learning without walls.

Twitter in the corporate training world

Twitter has its place as a social networking and media tool, but for me it also has a unique place in training and learning:

Training – just in time tips, reminders, prompts, sparks

Learning – current thinking, current opinions, trends in a sector/ discipline, sparks

Some uses of twitter as a training tool:

• Reminders of upcoming training events
• Reminders of key learning content
• Pre-emptive help for learning a new process or procedure
• Links to articles of interest
• Seminar/classroom attendee communications sharing a relevant point of view
• Team communications allowing learners a real time archive to how the team is progressing and issues they are encountering.

For Twitter to work effectively a number of strategies need to be utilized (as the training provider):

1. Repetition – key messages should be repeated regularly – people see messages here and now – not in history – Just in time stuff!
2. Repetition – the same message using different words (VAK, preferences etc)
3. Hash tags – an effective #tag needs to be created for each learning event or subject
4. Indirect messages should support direct messages
5. Use quotes to support key learning points
6. Link to useful articles/ sources of information – say what the benefit is in the tweet
7. Ensure that linked pages are mobile device friendly

Accessibility

One of the most powerful factors of twitter as a learning and training tools is its accessibility. While many organizations currently block Twitter from internal use, twitter can be easily used on almost any handheld device. This means that it can be used at almost any time in any place. Its simple text based interface means that it is cross platform and not dependant on other technology, and works equally well on a PC screen and a phone screen. This level of accessibility should not be ignored.

If you are using Twitter to point to other relevant links, make sure the link is readable by a handheld device (much like this blog), many sites are too complex or difficult to navigate on a phone or PDA.

Its simplicity and accessibility are what is making this platform successful and will maintain its success.

Comments

Please add comments here with links to other sites with good examples of how twitter (or other micro-blogging platforms) are being used in training, education or for learning.

What is happening in the world of L&D (Training)? Is it changing?

Experienced L&D people are bleeding out of organisations and going freelance

While talking to a colleague, he confirmed that there appears to be a trend in the training world at the moment. This trend is supported by the change in readership of both my site and blog are getting.

Here is the thought – I’d appreciate your views on this:

Experienced professionals are leaving organisations and going freelance, leaving behind managers and less experienced individuals to carry on delivering.

The evidence:

Times are tough for many organisations and firms are looking to reduce costs. Learning and Development (Training) is seen as a “luxury” so cuts are targeted. People with experience and significant qualifications and competence are seeing the opportunity to take redundancy and “go freelance”.

At networking events there is a distinct increase in the number of “new” coaches and trainers – mainly coaches!

On forums and online networks, there is a trend for a lot of self promotion, and on the whole it looks like people new to the industry, rather than established people “desperate for work”. This activity I have seen on a number of forums and discussion groups I moderate (TrainingZone and LinkedIn)

Types of articles being read. There is certainly (on this site) a trend towards some of the basic articles on “basics of training”, the How to… type of article. The reading numbers for these have gone from 10-12 a day to 30-50, for each article. The numbers here are going through the roof. The extent to which this is L&D professionals looking to information, or people from outside L&D (managers) I do not know – maybe I should add a poll to the site… now there is a thought…

E-Learning

Are those colleagues left behind looking to e-learning as a cost effective way of meeting their organisations needs? certainly, some of our advisers have just undertaken significant contracts providing “Instructional Design” expertise to some of the UKs biggest E-learning providers, as they have a large and growing order book.

Is it that E-learning is more effective? or because it is easier to purchase? E-learning is great for knowledge based acquisition, but not effective (at the low cost end) for behavioural change and improvement. It also requires little skill from the purchaser to have a product, as the role of the “training professional” is to write the basic spec and project manage, not to look at the design itself.

Coaching

Why are so many people leaving industry and setting up as “coaches”? Why are so many people still confused by coaching? Well this latter question is harder to answer – why are new people going freelance and calling themselves “coaches” – simple.. research being published by organisations like the CIPD show that coaching is on the increase, and must be in demand. over the past 2-4 years many people have completed “accredited” and prestigious coaching courses so deem themselves ready for the coaching market.

The CIPD reports says that “90% of organisations now use coaching” which in the context of “Coaching at work” is correct – coaching as a MANAGEMENT STYLE is prolific and has been encouraged. However the growth of the executive or performance coach market (from a purchasers point of view) has not increased at the same rate. Indeed one-to-one coaching seems to be on the cost cutting list. Coaching at work and employing external coaches are not the same thing.

People that call themselves “coaches” but actually deliver “training” are doing themselves and there clients a disservice.

Sustainability

Sustainability needs to be maintained both within the organisation, sustainable standards, skills abilities etc, and in the market place. If too many people pitch for the same work, then often the purchaser will use price as a differentiator. This is not healthy for either side in the long run. A freelance individual must have a sustainable business model, and client organisations must have a sustainable supplier. If you are paying £100 for a current service – what will you do when that provider goes bust – and the going rate is £1000? How long will your budget last? 

Outsourcing

One advantage of outsourcing e-learning is that the activity can be done anywhere in the world. India and other parts of the world have high quality software people, but English and grammar is not as good as many of us require it to be. Outsourcing has its own dangers.

Conclusions

When looking to cut costs – be careful what the “price” is of that activity – better to get added value than a “lower cost”.

While an experienced L&D professional my look expensive on the budget sheet, what is the overall saving they are providing your organisation over a year? The purchase of one wrong. ineffective training intervention can easily outweigh the salary and benefits package of a good performer.

Why Twitter is good for learning

Twitter the real brain friendly approach to informal learning

Can Twitter be used as a training tool?

The traditional approach to learning is to identify end to end learning that is required to achieve a new task. While this works for structured learning it is not very effective for informal or personal learning.

The human brain does not think in large logical ‘articles’, instead it thinks of information in small chunks, of which they form the whole picture. the process is not logical. indeed research shows that humans think of two or more thoughts simultaneously. which one we focus on will depend on the priority and task at hand. Equally the first thought may be a chunk of information that comes from the end of the journey, rather than the beginning. Think of Einstein and his beam of light. He has the answer long before he knew the journey.

Much like a human brain, the timeline for a twitter stream provides an unlimited source of thoughts and ideas. 99% of them will be ignored by us – that is ok. Its the 1% we are interested in. Those ideas that have some synergy with what we are doing at that moment in time, of maybe some ideas/ solutions of problems or opportunities we are facing at some point in time.

This is what makes twitter both powerful and an irrelevance to many people. unlike blogs and websites, which in essence follow the process of traditional publications, including planning, structure and conformity, twitter is much more organic. its is about the hear and now. That does not mean to say that the more concrete provision of knowledge is not important, indeed it is, but an adhoc spark of a thought provides a richness or stimulation to identify and find out more – real learning.

So how can we as learning facilitators and developers use this technology.

For our own individual learning I think that there is little to beat the ‘consciousness’ of the machine brain that is Twitter (or similar communities). However for networks and organisations this may be too diluted. One approach is to create a dedicated hash code for your tweets, or a closed group. This is where organizational or group based tools like yammer come into play.  as it is only members of the group that get to see the messages.

Learning we know takes time and the advantage of micro-blogging is that fact that it is here and now. A key learning point may not be relevant for an individual at a given point in time, they need the message ‘resent’ to them at the times that is right for them – the “learning sweetspot™” in terms of:

• Time
• Need
• Relevance

Where ‘traditional’ training falls down

What do I mean by ‘traditional’ training? well this could be classroom, action learning, e-learning, coaching, or whatever. anything that is not “Here and now”. Research from various sources clearly demonstrates that the most effective learning occurs ‘on the job’ and via coaching – be it by a coach, manager or peers. Indeed many people when asked claim that they learn most from their peers.

Twitter and other micro-blogging tools are indeed peer learning, it is about an individual ‘getting’ a chunk of knowledge at a time that is relevant to them.

The beauty of these tools is that you don’t just send a message once – you send it dozens if not 100s of times. often using different strategies, learning or communication preferences, but also multiple times. This has major advantages over ‘traditional’ methods where often participants or learners in a room seem t dislike repetition, but in this environment it really works.

With just 140 characters to use we need to be creative, but equally if not relevant to the reader at the time it is easy to ignore. A concept in the world of learning many of us are uncomfortable with, after all as trainers we are used to being a focal point of the learning delivery (and I don’t just mean an ego in the room).

Brave new world of informal learning

As organizations look to reduce costs, do more for less, learning and training starts to be scrutinized more and more. There is a current trend away from formal to informal learning. While I agree with this in principle we need to understand the difference between individual and organizational need.

If an organization needs certain skills, then this should be primarily a formal strategy, as there will need to be a certain amount of ‘push’ in the message. Certainly ‘informal’ options can be provided, but while the saying goes; “you can lead a horse to water but you cannot make it drink” has some resonance, as an organization we occasionally NEED the horse to drink (learn) for the survival of the organization.  If the horse wont drink, then it wont get used fully in the long term and will be surplus to requirements.

On the other hand we also need to encourage individuals to be responsible for their learning (if they own the output) and informal, ‘social media’ styles communications are much more powerful… why, well as I said at the beginning of the article, Tweets and short bursts of information (several at once) are much like how the typical brain functions. All we need to do is engage a little of this with synergy.

We would never recommend this strategy as a primary communication/ learning channel, however it is a powerful tool as part of your blended learning approach.

As a learning facilitator how are you engaging with your learning to provide true ‘just in time’ learning delivered to meet the “learning sweet spot” needs of the individuals you support?

Learning Styles Questionnaire – AVK

‘Lite’ version of an AVK style learning instrument

Learning Styles Questionnaire – AVK

 

As human we have preferences for the way we prefer to communicate information. We use language based on our senses in varying ways. When we can understand our preferences and those of others around us we can be more effective communicators.

 

Please tick the white box if the statement is usually true for you.

Statements:	VL	VN	AL	AN	KT
When I make things for my studies, I remember what I have learned better.
I learn better if someone reads a book to me than if I read silently to myself.
Having assignment directions written on the board makes them easier to understand.
When I do number problems in my head, I say the numbers to myself.
I understand a number problem that is written down better than one I hear.
I remember things I hear, better than I read.
I would rather read a story than listen to it read.
If someone tells me three numbers to add I can usually get the right answer without writing them down.
Written number problems are easier for me to do than oral ones.
Writing a spelling word several times helps me remember it better.
I find it easier to remember what I have heard than what I have read.
I like written directions better than spoken ones.
When I hear a phone number, I can remember it without writing it down.
Seeing a number makes more sense to me than hearing a number.
I like to do things like simple repairs or creative things with my hands.
I would rather read things in a book than have the trainer tell me about them.
When I have a written number problem to do, I say it to myself to understand it better.
Seeing the price of something written down is easier for me to understand than having someone tell me the price.
I like to make things with my hands.
I understand more from a group discussion than from reading about a subject.
I remember the spelling of a word better if I see it written down than if someone spells it out loud.
It makes it easier when I say the numbers of a problem to myself as I work it out.
When someone says a number, I really don’t understand it until I see it written down.
I understand what I have learned better when I am involved in making something for the subject.
I do well on tests if they are about things I hear in the training situation (training room).
	VL	VN	AL	AN	KT
Total

 

My strongest preference is: __________

My second preference is: __________

My least favourite preference is: __________

 

The following are descriptions of VAK learning styles which can be found in every learner to some extent.  These descriptions will help you evaluate a persons learning style on the basis of observation.  This VAK based learning styles instrument is a tool which facilitates identifying our preferences of these learning styles.  Each of the five style areas are described here as if the individual showed a strong preference in that particular style.

Descriptions:

 

Auditory Language: This is the person who learns from hearing words spoken.  You may hear them vocalizing or see their lips or throat moving as they reads, particularly when they are striving to understand new material.  They will be more capable of understanding and remembering words or facts they could only have learned by hearing.

Visual Language: This is the person who learns well from reading words in books, on the chalkboard, charts or workbooks.  The individual may even write words down that are given orally, in order to learn from seeing them on paper.  They tend to remember and use information better if they have read it themselves.

Auditory Numerical: This person learns from hearing numbers and oral explanations.  They may remember phone and locker numbers with ease, and be successful with oral numbers, games and puzzles.  Written materials are not as important.  They can probably work problems in their head.  You may hear them saying numbers to themselves, or see their lips moving as they try to understand a problem.

Visual Numerical: This person has to see numbers, on the board, in a book, or on a paper — in order to work with them.  They are more likely to remember and understand number facts if they have seen them.  They don’t seem to need as much oral explanation.

Auditory-Visual-Kinaesthetic Combination: The A-V-K person learns best by experience — doing, self-involvement.  They definitely needs a combination of stimuli.  The manipulation of material along with the accompanying sight and sound (words and numbers seen and spoken) will make a big difference to them.  They may not seem to be able to understand, or be able to keep their mind on work unless they are totally involved.  They often seek to handle, touch and work with what they are learning.  Sometimes just writing or a symbolic wiggling of the finger is a symptom of the A-V-K learner.

Learning Styles Questionnaire – Honey & Mumford style LSQ – TRAP

A ‘lite’ version of a learning styles questionnaire:

This Learning Styles Questionnaire is loosely based on the model developed by Peter Honey and Alan Mumford this ‘lite’ version can help you identify typical strengths in your learning habits.

Instructions:

Look at the following statements – if they are usually true for you tick the appropriate white box

Question	A	P	T	R
I find it easy to meet new people and make new friends
I am cautious and thoughtful
I get bored easily
I am a practical, “hands on” kind of person
I like to try things out for myself
My friends consider me to be a good listener
I have clear ideas about the best way to do things
I enjoy being the centre of attention
I am a bit of a daydreamer
I keep a list of things to do
I like to experiment to find the best way to do things
I prefer to think things out logically
I like to concentrate on one thing at a time
People sometimes think of me as shy and quiet
I am a bit of a perfectionist
I am enthusiastic about life
I would rather “get on with the job” than keep talking about it
I often notice things that other people miss
I act first then think about the consequences later
I like to have everything in its “proper place”
I ask lots of questions
I like to think things through before getting involved
I enjoy trying out new things
I like the challenge of having a problem to solve
This version © RapidBI.com	Activist style	Pragmatist Style	Theorist style	Reflector style
Total number of ‘ticks’

The higher scores on the learning styles format questionnaire suggest this is an area of preference. All of us use all of the styles to a greater or lesser extent, using your profile you can better identify learning methodologies suited to your preferences. For descriptions on the four preferences see our other pages:

learning-styles-honey-mumford

http://rapidbi.com/created/learningstyles.html

http://rapidbi.com/management/2009/06/four-learning-styles/

While this simple (unscientific) instrument can be a useful discussion tool, we would highly recommend using Honey and Mumford’s LSQ instrument, this questionnaire contains 80, well researched questions and effective analysis. www.peterhoney.com

This version © RapidBI.com

Eight ways to learn from your mistakes

In the book “Ending the Blame Culture” Michael Pearn, Chris Mulrooney and Tom Payne, the authors say there are eight ways to learn
from mistakes.

These are:

1. Explore what happened don’t judge it
2. Remain calm instead of getting emotional
3. Find out what actually happened instead of reacting to what you think happened
4. Focus on faulty processes not faulty people
5. Provide support instead of finding fault
6. Concentrate on causes instead of effects
7. Assume an attitude of learning instead of guilt
8. See the mistake as part of a wider learning process, not something to be avoided.

Learning Styles – Gardner Multiple Intelligence theory

Gardner Multiple Intelligence theory

Overview:

 

The theory of multiple intelligence’s suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees. Gardner proposes seven primary forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intra personal (e.g., insight, meta cognition) and interpersonal (e.g., social skills).

According to Howard Gardner, the implication of the theory is that learning/teaching should focus on the particular intelligence’s of each person. For example, if an individual has strong spatial or musical intelligence’s, they should be encouraged to develop these abilities. Gardner points out that the different intelligence’s represent not only different content domains but also learning modalities. A further implication of the theory is that assessment of abilities should measure all forms of intelligence, not just linguistic and logical-mathematical.

Gardner also emphasizes the cultural context of multiple intelligence’s. Each culture tends to emphasize particular intelligence’s.

The theory of multiple intelligence’s was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner originally proposed seven different intelligence’s to account for a broader range of human potential in children and adults.

These intelligence’s are:

1. Linguistic intelligence (“word smart”):
2. Logical-mathematical intelligence (“number/reasoning smart”)
3. Spatial intelligence (“picture smart”)
4. Bodily-Kinesthetic intelligence (“body smart”)
5. Musical intelligence (“music smart”)
6. Interpersonal intelligence (“people smart”)
7. Intra personal intelligence (“self smart”)
8. Naturalist intelligence (“nature smart”) – added later…

Are there additional intelligence’s?
Since Howard Gardner’s original listing of the intelligence’s in Frames of Mind (1983) there has been a great deal of discussion as to other possible candidates for inclusion (or candidates for exclusion). Subsequent research and reflection by Howard Gardner and his colleagues has looked to three particular possibilities: a naturalist intelligence, a spiritual intelligence and an existential intelligence. He has concluded that the first of these ‘merits addition to the list of the original seven intelligence’s’ .

Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It ‘combines a description of the core ability with a characterization of the role that many cultures value’.

The case for inclusion of naturalist intelligence appears pretty straightforward, the position with regard to spiritual intelligence is far more complex. According to Howard Gardner there are problems, for example, around the ‘content’ of spiritual intelligence, its privileged but unsubstantiated claims with regard to truth value, ‘and the need for it to be partially identified through its effect on other people’.

Learning Styles – Honey & Mumford Learning Styles Questionnaire (LSQ)

Honey and Mumford – LSQ

The LSQ (Learning Style Questionnaire) is a self-administered questionnaire determines your preferred learning style.

Knowing your learning style can accelerate your learning as you undertake activities that best fit your preferred style.

Knowing your learning style can also help avoid repeating mistakes by undertaking activities that strengthen other styles For example, if you tend to “jump in at the deep end”, consider spending time reflecting on experiences before taking action.

Activitists (Do)

• Immerse themselves fully in new experiences
• Enjoy here and now
• Open minded, enthusiastic, flexible
• Act first, consider consequences later
• Seek to center activity around themselves

Reflectors (Review)

• Stand back and observe
• Cautious, take a back seat
• Collect and analyze data about experience and events, slow to reach conclusions
• Use information from past, present and immediate observations to maintain a big picture perspective.

Theorists (Conclude)

• Think through problems in a logical manner, value rationality and objectivity
• Assimilate disparate facts into coherent theories
• Disciplined, aiming to fit things into rational order
• Keen on basic assumptions, principles, theories, models and systems thinking

Pragmatists (Plan)

• Keen to put ideas, theories and techniques into practice
• Search new ideas and experiment
• Act quickly and confidently on ideas, gets straight to the point
• Are impatient with endless discussion

 

 

* The LSQ is available from the Peter Honey Web site – The LSQ is © Peter Honey

CPM -v- CPD Is there a future in business led professional development?

CPM -v- CPD

The phrase CPD – continuous professional development has been around for a long time but do many organizations actually do it or do they practice CPM – Continuous professional maintenance – only doing enough to keep people at the same level, sure it may involve some learning but it is not about developing the person.

In some professions practitioners have to take annual or bi-annual assessments – not to show progress but to show that they have stayed still. Now in some areas I can understand this, for example in my voluntary work I am re-assessed for competence every 3 years – this is to check that the initial training has stuck and that I perform at least at a minimum level. On the other hand there are some professional qualifications that require people to stay at a level. Some of the ‘train the trainer’ qualifications for example – participants do not have to show progress against a previous identified gap – but to show that they still ‘conform’ to an arbitrary standard and not to have ‘progressed’. is this really what our customers and clients want?

So what do you want or expect your people to do – develop of maintain a minimum level… do you as an organization promote continuous development of skills maintenance?