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Exploring and understanding the latest learning practises (Part 1)

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Exploring and understanding the latest learning practises (Part 1)

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02/02/2022

For learning and development practitioners is vital they understand the learning cycle and the process and various stages learners going through throughout their learning journey. It is generally recognised that learning takes place in a repetitive cycle and ongoing series of processes.

The PACT Learning Cycle: The diagram (Skills you need, 2014) represents the generic learning cycle which is relevant to all types of learning. The PACT learning cycle is named after the initial letters of the learning

cycle stages which are as follows:

Procure: The action of acquiring new knowledge (theory) or ability (skill).

Apply: The new knowledge, skill or ability is then practiced in some way.

Consider: The results of the practice are evaluated and/or assessed.

Transform: The original knowledge, skill or ability is modified/adapted accordingly.

The cycle then continues and repeats. The PACT cycle helps to demonstrate that learning is a process and as our

learning evolves as we develop, and we utilise early knowledge for later understanding.

How to apply in learning: As we usually learn the basics of a subject or skill, we develop better understanding and progressing to various levels of intermediate, advanced, and ultimately expert levels.  On each stage we build on the knowledge and experience we have already acquired, and gaining further knowledge, experience, or techniques, and repeating the learning cycle.

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My role and responsibilities within the University L & D structure (Part 1)

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My role and responsibilities within the University L & D structure (Part 1)

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02/02/2022

Looking at my background, roles, and responsibilities within the L & D structure for the Department and the University, when I registered for the Learning and Development Apprenticeship, I have been working on the Staff Development Project alongside to a Senior Manager, on a secondment role which was a consequence of the recognition of the work we both did within our teams and departments. Our significant experience with training and developing our teams and providing opportunities to our staff to achieve career development, was recognised, and highlighted as a critical area that the Estates and Facilities department is currently lacking, which was the main catalyst for our selection and involvement with the project.

We are currently working with colleagues across different departments (Human Resources, Business Support, People and Culture Groups, Leadership and Management Academy and Senior Managers) to provide a resource dedicated to staff development accessible by the whole of the Estates and Facilities teams.

A few examples of our work are: raising awareness, provide support and guidance on development opportunities and career pathways, creating career booklets, including line manager career development training, advising on learning and development training needs for E&F and provide coaching, mentoring, and promoting personal development plans etc.

Our drive, expertise and focus on staff development and engagement is seen a fantastic addition to the senior management team and one that can help influence, impact, and drive a culture of development and engagement across E&F.

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Exploring and understanding the latest learning practises (Part 2)

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Exploring and understanding the latest learning practises (Part 2)

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02/02/2022

Learning theories

Building from  the previous point the cycle of learning the learning theories aim to identify, describe, and support learners in their learning needs and interests. By properly identifying, understand and delivering the learning the teaching and learning activity

Behaviourist:

Behaviourist theories is based on the idea that behaviour can be controlled or modified and that a behaviour will only occur if given the right environment and is more or less likely to reoccur according to the reinforcement or consequences that follow such as rewards or punishments. According to Thorndike learning takes place by trial and error which means when no ready-made solution of a problem is available to the learner, he adopts the method of trial and error. The trainer reinforces desired or correct responses by rewarding the learner when this is displayed.

Cognitivist:

Cognitivism emphasises retention and recalling through use of quality teaching practises and learning is attained through rehearsal and consistent use of the information.

Effective application: Retention strategies: breaking down the information and comparing information to log term storage are great techniques. Other ways is asking questions to help refining thinking and using visual aids when teaching a lesson and using flashcards, puzzles or sorting games. This school was influenced by Gestalt theory and is based on the idea that people organise and transform what they have learned into a pattern or Gestalt.

Humanist:

Humanistic theory considers the importance of feelings and emotions in learning and the needs of people. As in Maslow’s Hierarchy people Optimal learning occurs when the individual if free to make the choice to learn and when both mind feelings are engaged. Basic objectives of this approach in education is to encourage learners to be: self-directed and independent, take responsibility of their learning, be creative and curious, wanting and knowing how to learn.

Application: teacher as a facilitator, enhancing critical thinking, establish privacy files, fair learning and provide non -threatening environment

Constructivist:

Vygotsky and Piaget believe that learning comes from solving problems, people actively create new knowledge when they try to make sense of their world. They gain knowledge from higher-level activities such as problem solving and meaningful tasks and from working out what is accepted or important in their social environment, while the process in chich the learning constructs knowledge based on past experience. The teacher acts as a facilitator who encourages students to explore learning. Students may collaborate with others to organise their ideas and learn from each other to constructs their one knowledge. it helps engage and motivate students by making them more active role I the learning process.

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My role and responsibilities within the University L & D structure (Part 2)

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My role and responsibilities within the University L & D structure (Part 2)

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02/02/2022

As the position of Training and Recruitment Assistant become available it quickly become apparent to me due to my previous job title Cleaning Supervisor still attached to my name while working at the staff development project that prevented/affected my ability to compete for roles in learning, training, and development. As much as I enjoyed my time at the staff development project which was a 12-month project pending approval by the directorate I ultimately felt that career wise it made sense that a permanent post and a change in my work title acquiring experience within training and recruitment will give me a better chance competing for internal roles moving forward.

Part of my new role responsibilities will be to support projects, colleagues an departments and as to continue to support the staff development department via the career guides, career development conversations, mentoring and coaching staff and creating staff development materials. As I am also involved with the people and culture groups on improving Appraisal and development conversations and working with the leadership and management academy on various projects that includes designing information’s leaflets, posters and supporting with Learning & Development websites and.

My new role as deputy to the Training and Recruitment Manager is to support with all aspects of training and recruitment which includes reviewing and designing job adverts, monitoring and chairing vacancies/ recruitment panels while fully involved with shortlisting, interviewing, selecting, and processing new candidates. As my role expands will be supporting with delivering courses to all staff and all departments while supporting the TRM with reviewing and revamping the training courses and the recruitment procedure while I am already proving feedback and support

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How internal information systems can support learning.

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How internal information systems can support learning.

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02/02/2022

In terms on my own learning journey, having never have been into an apprenticeship before I needed some time to get used to how the apprenticeship works and to understand the internal information systems and platforms. BUD Learning Management System is a platform that hosts all internal interactive training courses and while also the HIT Flow Module Webspace is a great hub that hosts and incorporate all learning platforms such as  BKSB eLerning training platform for Functional Skills for Maths and English in conjunction to a host of other applications such as statistics or progress and remaining tasks needs completing, additional learning and resources, as well as an archive for documents, qualifications. The BUD learning platform also is very thorough in terms of tasks in progress, submitted, future tasks and completed tasks ad well as program review and apprenticeship documents.

This is of course a great example of how internal information systems can support learning and as a future educator and learning and development practitioner the importance of chasing the right learning channel and delivering methods will be crucial to my ability to deliver my work but also my ability to identify learning need and develop learners effectively

I have been introduced to STAR modules and BKSB eLearning solution for Functional Skills English and Maths these systems have been invaluable in terms of supporting my learning.  Important part of the learning and development practitioner is utilising the right systems and platforms that can help learners while from the learning materials perspective these needs to be easily accessible and incorporate the lastest  STAR Module- EDN Induction

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Monitoring my learners progress and delivering motivational and developmental feedback.

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Monitoring my learners progress and delivering motivational and developmental feedback.

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02/02/2022

Part of what I have being doing as part of my role and responsibilities working at the staff development project was holding Career Development Conversations with staff cross departmentally and advising Senior Management on learning and development training needs for E&F. Developing useful networks and working with internal and external learning providers to promote career and development opportunities for staff.

Providing support and guidance on development opportunities and career pathways.

- Created and now rolling out career booklets for multiple departments including working with colleagues on producing line manager career development training.

Monitoring learners progress and delivering motivational and developmental feedback:

- I have arranged one to one meeting, where we go through their development needs, expectations and creating or reviewing their previous development plan

- Part of the process the learner takes responsibility for their PDP by creating their PDP and we based on their feedback, goals, and ambition we set goals, targets, and development areas.

- My responsibility is to help identify, inspire, and suggest areas of development and discuss options, and pathways and sent out information and development material that learning

- I am arranging catch-up meetings we are reviewing the progress and training needs and discuss action plans and further support the learners will require.

If the learner also permits, we chase any support or process that they may need to include contacting the direct line manager

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Communicating and influencing via a range of media and adapting style my respective audience

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Communicating and influencing via a range of media and adapting style my respective audience

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02/02/2022

Important part of my previously roles and of course in my new role now is to communicate, influence and support staff/colleagues and being able to adapt to the style, preferred communication method and job status by using a range of media e.g. phone, face to face, email, online or virtually. As part of my growth and development I was very aware that as I have moved to more senior roles my interactions and communication need to be different to how I was used to and this is something I was working on to improve in terms of my ability to interact effectively and professionally with Senior Managers

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Since my early academic years and studies and throughout my career, ongoing professional development, and various job roles to date I have been extensively using and I am fully proficient on all Microsoft office programs and packages to include Word, Excel, PowerPoint, Outlook, SharePoint, or Teams.
In addition, I am very efficient in utilising Websites and web pages and Applications to include Vacancy Management, Workspace, and all training, learning and development platforms such as Moodle, Career Centre, LMA platform etc.

I am very efficient in reviewing information and write professional emails, managing and planning calendars and activities, or producing reports, spreadsheets, documents and designing PowerPoint presentations and videos. I am very artistic and creative and able to create, produce and design documents, reports, learning and developing materials, guides, flyers, posters, and job adverts. I also have a great knowledge and proficiency utilising social media, blogging, word processing, and databases and I have a great eye for graphic design and creating visual aids. I have created and currently managing multiple SharePoint and Teams and able to navigate, utilise and communicate very effectively.

For educators and learners choosing the right leaning channels is crucial to the effectiveness of delivering

As I am currently undertaking an apprenticeship on learning and development, I am confident my skills, knowledge and expertise, designing skills and training delivering will be even more enhanced while I am also very keen and looking forward on learning more on the job and from collaboration and best practises from colleagues within the department.

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02/02/2022

The last couple of years I have been sharing best practises and ideas with senior management/colleagues and my staff/learners. During my time at DRSV as a Line Manager of 5 teams and 27 staff, I have built, promoted, and cultivated a culture of learning, training, and development while I have provided staff with coaching, mentoring and individual folders that aimed to provide staff with all necessary information and support with their needs while I provided ongoing support with their well-being, and their personal and career development. As my work was recognised to the extend, I had directors and senior management frequently visiting me at my workplace, I was able to build a good network and continued to work on my development. As I was developing my practice, I have created SharePoint/Staff Website and learning guides and made sure my staff are regularly trained and supported. As I have expressed my interest to move on from that role, the opportunity to join the Staff Development project come along which was offered as a secondment role in the form of a 12-month project to help build, develop, and cultivate a culture of staff development within the Estates and Facilities.

My work and involvement with the staff development project opened the door to new possibilities for me and as my work and contribution continued to grow and being recognised, I have further continued building my name and regularly attending Senior Management meetings and introducing myself to the directorate while I have been involved in projects and working with important stakeholders. I have been actively involved, in representing and presenting in team talk and in-conversation meetings, while my name ad my work was mentioned in communications via the department which raised my profile and name and helped build trust in terms of what I can do and what I can bring to the business and the department and help build trust, credibility and sound relationships with colleagues/senior management and learners.

My recent progression also benefited me in terms of adding to my CV an important role as deputy to the Training and Recruitment Manager while I have also added training and recruitment to my title. This change also means that I have strengthen my position and my ability to be competitive in any future opportunities within the university because while I was working at the staff development project, I was working under the Cleaning Supervisor title which limited my ability to compete for positions. As I have now acquired significant knowledge, experience and developed and refined my skills and build a name for myself I am now being approached by senior management and colleagues to help mentor, coach, and guide staff as well as colleagues from across different departments such as colleagues from the leadership and management academy, project managers and important stakeholders within the estates and facilities while staff are also inquiring for me to mentor and coach them and holding career development conversations. As of late I am working on developing and creating Career Guides, learning and development materials, best practises and SharePoints and holding career development conversations, providing advice and support to staff and colleagues which has been positive I terms of having colleagues and staff wanting to spend time with me and trusting me to support them with their career ambitions and plans.

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Proactively looking, listening and questioning to understand and learn.

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Proactively looking, listening and questioning to understand and learn.

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02/02/2022

The last couple of months I have been working alongside with a Senior Manager on setting up the staff development project, which is a project with no pre-existing foundations, therefore, the requirement for us was to build from scratch a new department and for us to set goals and priorities, and support and cooperate with key stakeholders and staff coming forward for development etc. As we have been battling against the river, low staff morale and lack of staff development culture and low line manager capabilities an important part of our work is building and improving the current cultural perception on staff development.

Our initial approach was to approach and meet with senior managers across the department to capture and discuss the training needs and proactively look, listen, and question to understand and learn how we could support their staff and managers and to influence effectively and positively and to move forward from pre-existing beliefs and perceptions.

An outcome from our conversations and a highlight was the lack of staff development and the ability of line managers to provide their staff with information, support and holding development conversations and support with opportunities and signposting to the university provides for staff, our roles and responsibilities is to identify the resources but also to proactively look, listen, and question to understand the lack of these across departmentally and finding and offering support and building the right network and resources and supporting managers across he Estates and Facilities.

As we have asked for feedback and holding/attending senior management meetings regularly we are discussing the training needs and support their staff would need while also as we have created career guides for 9 different departments, we are asking for feedback in regard to ensure the guides are as user friendly as possible and the roles are also as accurate and understood.

On a personal level as for many years and in my previous roles I usually worked alone I didn’t have regular feedback and support on day to day basis it is something that I am working on in terms of  chasing and proactively look, listen and question to understand policies, procedures and as I have moved to more senior roles I am aware of the impact that I have and the need to learn, adapt and improve my practises and refining my knowledge, skills and also have effective interactions with senior managers across departmentally.

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Showing an interest in new ideas/techniques and seeking and taking on board feedback and identifying areas for self-development.

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Showing an interest in new ideas/techniques and seeking and taking on board feedback and identifying areas for self-development.

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02/02/2022

As I am growing as an individual and professional, I am much more aware of my impact, behaviours and improving and refining my abilities, knowledge, and resilience. As a leader and influencer within my field I understand the importance and need to continuously evolve and operating at a different level taking into consideration strategic planning and thinking and incorporating lean practises and fully embracing and incorporating the university values and strategic goals. I am a very passionate, loyal, and committed individual, and someone with a deep devotion, passion and love for learning and development, supporting and improving people.

I pride myself being a model professional and having a strong work ethic and personally I believe in building and leaving a strong long-lasting legacy. I am always happy to support in any way I can and putting the extra time/effort and I am always prepared to learn and work with other people.

An important part of my personal evolution as a person and professional is my ability to adapt, improve and reinvent myself and my practises. I am highly efficient and adaptable and able to perform very well under pressure and strict deadlines and able to deliver high level results and building very efficient working relationships at all levels.

As I am growing professionally and personally and evolving a very important skill and ability, I feel I have mastered is my ability to reflect, motivate and regularly seeking and taking on board feedback, identifying areas for self-development, and actively looking and sharing best practises, new ideas and techniques while I am also very creative by nature and able to provide ideas and contribute at any setting.

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Showing personal resilience to manage competing priorities.

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Showing personal resilience to manage competing priorities.

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02/02/2022

As I am transitioning from my previously role working at the Staff Development Project to my new role as Training and Recruitment Assistant although I am not directly involved with the Staff Development Project there are still a lot of legacy work from my previous role, I am supporting with such as career guides, mentoring, coaching, and holding development conversations. In conjunction to these and my current work remit I am also assisting in promoting staff engagement activities, wellbeing, EDI, and supporting colleagues and key stakeholders and attending development courses.

Currently I am a member of the Team Voice Group which is a group of E & F staff who meet each month to listen, share, and gather feedback about our workplace and promote and instil a culture where colleagues adopt the core values: inclusivity, ambition, openness, fairness, and respect.  The group’s aim is to create an environment where all employees feel able and supported, to challenge inappropriate behaviours and comments and improve channels of communication and provide a platform for sharing and listening and providing feedback.

In addition I am also involved with the Finance and Infrastructure People Board and Culture Group (PCG) whose aims among others are to:

· Agree, drive, and oversee key activities aligned to the agreed F&I people and culture priorities, through a variety of lenses. F&I balanced framework and evidence base.

· Identify best practice and areas of risk to be shared and escalated to the F&I People Board

As a Member of the PCG, among my Responsibilities are as follows:

· To establish best practice and consistent approach to People and Culture across F&I, including avoiding duplication /reinvention of activities.

· To agree on task priorities will be reviewed regularly by the PCG to act on emerging needs and to responsive to feedback.

· To actively lead, participate and share outputs from the collective action groups (CAGs), which will drive forward the scoped activities identified.

· To gather and provide feedback on the impact from the PCG, identifying any further needs and requirements in relation to people and culture, which the PCG needs to consider.

Another project I am involved, and I am really proud of is with the planning, organizing, and coordinating actions and set up of the inaugural Professional Services Awards. Myself, my previous Line Manager, project Managers and Conference Staff have been involved with this project working on the concept, budget, branding and all other aspects such as creating nomination categories, coordinating catering, entertainment, venue decorations and all other logistics in terms of set up and execution of the event. The Awards aim to celebrate our teams around the university who have worked tirelessly behind the scenes, often unnoticed, to ensure that our campuses and core services remained operational under unique and often trying circumstances.

Professional Services includes all of Administrative Professional and Managerial (APM), Technical Services as well as central functions. We have identified 8 nomination categories that align to university core goals and values. All nominations are team-based to reflect the extraordinary collective efforts that we have all witnessed during the past 24 months. Any staff member of the university can nominate a team and Professional Services staff will also be able to self-nominate for any of the categories.

After 3 weeks on my new role my schedule has been heavily packed and I jungled all tasks, meetings, learning on my new roles and recruitment responsibilities. It has been very challenging for me and a case of personal resilience to manage competing priorities and being able to adapt to the business needs while I am also working on my apprenticeship and functional skills. The last 5 months I have changed 2 jobs it has been a very unsettling period where I have to constantly adapt and readapt to new roles and responsibilities and also involved. I have seen a decline in my health, and which was due to being overworked but I have put a plan to have a better work-life balance and I am trying with the guidance of my two new Line Managers to support me better.