To educate, learn or train? That is the question!

Should we in L&D be focussed on improving job performance and hence all learning is focussed on that or should we be looking for people to be inspired to learn more and be more self-directed?

I spent some time in July writing my book, “How not to waste your money on training” and during the week I had a few philosophical moments. One was about the difference between education, training and learning. I often speak to L&D professionals about the difference between a training needs analysis and a learning needs analysis. How the former always leads to training whereas the latter leads to something broader than just training; it could be learning in many different forms.

In a similar way I was thinking about how my degree in chemical engineering and fuel technology was a good education. It prepared me for the world of work and also began a lifelong desire to learn more. When I moved from engineering to IT training with IBM we were called “instructors” and I worked in the IBM Education Centre in St. John’s Wood. Was what people received when they came to us there, an education? I am not so sure. I would hope the delegates were more prepared for their world of work and that they were inspired to learn more. But how broad was that inspiration? Did they become self-motivated learners keen to go beyond the traditional training course to further develop themselves?

This leads me to the present day; my title changed from instructor to trainer to L&D professional/facilitator. How do I define though whether I am educating, training or helping people to learn?

A few years after I gained my Certificate in Training Practice, I began working with trainers, delivering the CIPD Certificate in Training Practice, then the Certificate in Learning and Development Practice. Through my accelerated learning programmes, I further worked with L&D professionals to help them learn more about an approach that has been taking shape over many years. An approach that helps me focus on organisational needs as well as learner requirements. Programmes that took 8 months of weekly 4 hour sessions, were delivered in 8 one day sessions moving to a well-known learning provider. Now I deliver a 6-week programme, which includes a 2 day workshop and I cannot possibly ‘cover’ all I used to.

Leading by example and walking-the -talk have been driving forces in our organisation “How to Accelerate Learning”. Facilitation is practiced and runs like an invisible thread through the programmes. Inspiring resources and innovative ways of learning through gamification, create a different feel to the programme, leaving many people “inspired” – their words not ours. Even hardened trainers with years of experience under their belts talk of how different it feels.

This has not always been a deliberate intention, but a on occasions, a happy and accidental one. One that we persist with because of the results we achieve and the feedback we get. We put effort into:

  • Drilling deeper into needs to see if learning is the appropriate course of action
  • Delivering learning via a blend of activities not just training
  • Helping people to gain confidence in stepping out of their comfort zone – to experience new ways to help people learn
  • Using unusual materials and resources to inspire a different approach
  • Following up the learning so it is not just a one-time event

So, I don’t feel like it is training in the traditional sense; not like when I was a VM Instructor. Nor do I feel that it is just learning because of the feedback we get. So are we educating and is that now the remit of L&D?

 

Standing amongst Giants – Ignite Lab at CIPD L&D Show

Ignite CIPD session - 34

Yesterday I had the honour and privilege to stand amongst giants in our industry. The place was Olympia, the CIPD L&D Show and it was the final session of the day – the IGNITE LAB. For those not familiar with this format, each person presents 20 slides in 5 minutes, with the slides automatically advancing every 15 seconds.

Having settled on a topic, “How to be Agile in L&D”, I created some hand drawn slides and I pretty much thought it was going to be a doddle. The nearer it got to the day and the more I practised, the more I realised how hard it was. Give me a day or half a day to facilitate some learning and that’s not a problem, but 5 minutes to just present! It felt very unnatural and forced and the nerves were starting to kick in.

As the line up for the IGNITE LAB was revealed, we engaged  in an exchange on Twitter where we shared similar feelings and the nerves were apparent.  Some suggested they were going to use prompt cards, which I had ‘discarded’ as an idea, but when Julie Dryborough assured me I could “distill” the essentials in this way (I was waffling quite a bit in my practice runs), it convinced me to to do the “practice, tweak, repeat” advice offered by Niall Gavin.

Having tweaked, distilled, honed and transferred my notes to prompt cards , I was set. It felt much more comfortable knowing I would have the right words to fit the 15 second maximum for each slide.

So here is how it the event unfolded for me (in order) for me:

Niall Gavin – opened beautifully, with a heart-felt (see what I did there?) story relating to redundancy. No cards just him some slides and a great story.

Sukhvinder Pabial – followed. Confident, articulate and ever the professional, spoke about marginal gains and how we in L&D could take the lead front eh British Cycling team to improve L&D’s performance.

Krystyna Gadd – once I was up there and looking into the whites of their eyes (there were so many lovely people that I knew there!) I couldn’t look at my prompt cards. The slides progressed and it all came flooding back to me. Note to self next time – ditch the cards and fly solo!

Andrew Jacobs – popped his IGNITE cherry and did a sterling job beginning with learning not being built on firm foundations

Marco Faccini – amazed us all that he had rewritten his presentation that afternoon, making it real and showing us the money!

Amanda Arrowsmith – was unfairly plagued by the PowerPoint gremlins and Julie Dryborough volunteered to advance them but not before “ghosting it”. My hat goes off to  Amanda who was neither shaken nor stirred by all that seemed to happen (or not) – a veteran deliverer presenting an engaging and memorable session!

Blake Henegan – rocked his first IGNITE, challenging us to be kinder to ourselves by reflecting and connecting more and thus reducing overwhelm

Julie Drybrough– wowed us on creating a thriving culture by lighting up the shadows and understanding our git self. Sounds like good advice!

Phil Wilcox – what an amazing ending to the session with a poem about “Who am I?”- you are officially awesome Phil, be you!!

What was lovely, was being amongst these L&D giants, sharing our vulnerabilities, cheering each other on and applauding the achievement of “just” speaking for 5 minutes though 20 slides… easy eh….. we did good!

And we are all available for future speaking engagements at a very modest fee…..lol

Storify of the tweetage care of Donna Hewitson

 

What is the difference between a trainer and a facilitator?

190216_Kirsty_0411 Logo-Light-BkI have great pleasure to introduce the lovely Kirsty Lewis of the School of Facilitation as a guest blogger. She is an expert in facilitation and so I thought it would be cool if she gave us her take on what it means to be a facilitator rather than a trainer (the second of the 5 secrets of accelerated learning)

 

What is the difference between a trainer and a facilitator?

This was the questions posed to me by Krystyna Gadd earlier this week and it got me thinking, is there a difference?  What is it?  What are the different skills, behaviours even beliefs that the two roles have?

Here are some simple definitions:

A trainer =’a person who trains a person or an animal’

A facilitator = ‘a person who makes an action or process easier or easy’

Trainers often have more knowledge than the learner, have a pre-prepared agenda, hold a clear path to be followed, use exercises to enable the learners to connect with the content and grow their knowledge.  There may be a test to check understanding

A facilitator is not a content or knowledge expert, they hold the space for the group to evolve and grow through a topic or question they are examining.  A facilitator will know how to move a group through the decision-making processes, will enable problem solving and intervene when appropriate.

A quote I found suggests:

“A trainer brings the participants from unknown to known. A facilitator brings the participants from known to unknown.”

This resonated for me as there are times I am in training mode (when running coaching and sales workshops) and other times I am holding a space for a group to discover something new (at the SOF gatherings).  Is there a space and place when we have both hats and they are interchangeable?  In this day and age of learning, creating motivating and engaging events I believe there is a place for both capabilities.

I noticed I shifted inside when I started to facilitate.  I learnt to trust the process I had designed.  I listened to my intuition, the signals I received from the energy in the room to move the group.  One of my biggest surprises was that I had to hold the outcomes lightly.  No longer could I grasp these tightly in my hand and say this is what will happen.  I have learnt to craft the sessions outcomes, use them as a guide and then let them go to hover in the space as the facilitated session unfolds.

Here are my thoughts about some of the skills, behaviours and beliefs for a facilitator:

Skills

  • Creating a container that is safe, enables people to express their ideas and opinions, learn
  • Fantastic questioning skills to create engagement and probe understanding
  • Listen to what is and isn’t said
  • Sense into the energy of the group to adjust, move or continue
  • Innately understand people ie EQ
  • Decent flipchart creations!

Behaviours & Beliefs

  • Open and curious to what is
  • Adaptable
  • A deep belief in what they do
  • A passion for their role in the room

I think there are common skills, behaviours and beliefs that both roles share.  If you are starting to shift your way of working and become more facilitative maybe think about what you already do as a trainer think about how you can transfer these into the new setting of facilitation.

Facilitator

The 2nd of my 5 secrets of accelerated learning – double click to see more detail

 

An unconference you say? What on earth is that?

In February this year I attended my very first unconference in Manchester, organised through an online community @LnDConnect and I loved it so much, that I attended my second this September. “So what on earth is an unconference?” you may be wondering…. so I will use bits and pieces gathered from here and there, as well as some graphics to try and describe what I have experienced and why I think they are marvellous!

Firstly there were some great people to network with in a friendly and relaxed atmosphere. There was no agenda, which was a little curious (I have been to a few conferences, so this meant I didn’t know what I was in for) but also a little exciting. We were going to co-create the agenda together as a group.

Of course there had to be some initial instructions on how the day would pan out, otherwise it would have been chaos. The facilitation team guided us and informed novices like myself about the process. There is something about skilled facilitators that create a great open space, that really draws you in and gets you thinking right from the start.

img_2157 img_2158

As we were invited to come up wth topics we were interested in exploring, it sparked off thoughts about which sessions I would like to attend, which I could best contribute to and what I would like to explore myself.  Topics were then grouped and an agenda emerged: 4 time slots and roughly 3 or 4 different topics per time slot. Quite a choice in a very short amount of time.

So what was it actually like? Apart from the initial nerves because it was new, we had some great discussions. Rather than one “sage on the stage” to draw from, there were many views, which made it a really rich and thought provoking experience. I took from it some real nuggets, which had really disrupted my thinking. I left having made some new friends and explored ideas from a rich pool of talent. I heard real life stories and experiences from many practitioners; successes as well as failures (you don’t often hear about those in a conference!) I went away feeling listened to, encouraged and uplifted, having listened to many experts (though they may not be widely seen as these).

In the graphics I have tried to summarise briefly, what an unconference is like and what happens. What I would really urge you do to is go and attend one; be prepared to listen, share and learn! You won’t regret it!

Walking the talk

SHINE
I am not often impressed so much by a speaker that is prompts me to blog about them, but this is the case with Dominic Colenso, who was keynote speaker at the CIPD Northern Area Partnerships conference at York Racecourse June 17th-18th.  Dominic’s presentation (though it was much more than just presenting!!) was engaging, enlightening, involving and informative. I can honestly say that I was not bored for one minute….. and I learnt some good stuff, well enough to be able to tell my husband about it all.

Now anyone who knows Dominic also knows that his specialist subject is communication and the subject of his presentation was in fact about 5 key elements to great communication, using his acronym “SHINE”. It stood for:

  1. Stance
  2. Honesty
  3. Intention
  4. Narrative
  5. Energy

When someone puts themselves up as an expert in any field, it does open them up to deeper scrutiny and he definitely delivered! 100% . So it made me think…..on any stage, forum or public arena, we all need to ask ourselves “Are we doing, what we are asking others to do?”

If we are falling short, will our message have less of an impact? Will the message get lost as people scrutinise our own behaviour? So if you are a leader and that could be in any number of arenas, not just a work context, when you “Talk the talk”, do you follow up by “Walking the talk” so everyone can see?

It’s not about me … it’s you

IMG_1126If you are at the centre of what you do, whether a trainer or leader, you are most likely to push people into what you want them to do. They may well do things under sufferance but the buy in may not be there.

If it’s about them, they have a choice to accept or not. If you genuinely take time to find out what they need, trust develops. So consider this, if you are a trainer or leader, be a servant to the group, go with what they need, make it about them, not you….gift them your time and the space to grow….you will be amazed at what emerges.

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