Learning in Regeneration

1
Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section One Introduction
2

• Aim of the module
• To help you to
• Become broadly familiar with the skillspack
• Understand the rationale behind it and the
  benefits of using it
• Understand how to use it.

3

• Why do we need the pack?
• Glasgow University researched and developed the
• regeneration skills framework
• The framework lists 22 skills
• - Process skills
• - Practical skills
• - Strategic skills
• SCR recognised the need for a pack to support
  people who are
• trying to identify and meet their development
  needs and
• encourage learning within and across
  organisations

4

• Aim of the skillspack
• To help everyone in community regeneration to
  identify their learning needs
• and be able to find creative ways of meeting
  these needs.

5

• Who its for
• Anyone involved with community regeneration, for
  example
•  Front line volunteers
• Advisors and advocates
• Administrative staff
• People working in housing
• Advice and information workers
• Staff of Local Enterprise Companies
• Development officers
• The police, fire service and other services
• Middle and senior managers
• Elected members of boards, committees, or local
  councils
• Community representatives and activists.

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• The benefits of using the pack
• A systematic approach for identifying what you
  might need
• to learn
• A reminder of what you are already good at
• Raising feelings of confidence
• Helping you to prepare for future roles
• Enabling you to put forward a convincing case
  for a new role

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Structure Eight self-contained booklets in a
boxed set Section One - Introduction Section
Two - Finding out what you need to learn Section
Three - Deciding what you want to achieve
Section Four - Learning about learning Section
Five - Meeting your learning needs Section Six -
Valuing what youve achieved Section Seven -
Developing a learning system for your
organisation Section Eight - Helping others to
learn
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• Making it more digestible
• Bite size chunks
• Route map
• Quick guide on the first page of each section
• Section summaries
• Examples
• Signposts
• Hints and tips
• Glossary etc

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• The skills framework

Process skills
Specific skills
Strategic skills
Practical skills
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1. Process skills 1.1 Adaptability and
flexibility 1.2 Understanding other roles 1.3
Negotiation and conflict management 1.4
Partnership working 1.5 Working in and with
communities 1.6 Working in an inclusive non
discriminatory way 1.7 Listening and
communication 1.8 Ability to learn  
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2. Practical skills 2.1 Managing
staff/volunteers 2.2 Monitoring and
evaluation 2.3 Project planning and
management 2.4 Organisational development and
planning 2.5 Financial management 2.6
Fundraising and funding applications 2.7 Time
management
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3. Strategic skills 3.1 Strategy formation 3.2
Leadership 3.3 Risk taking and enterprise 3.4
Creative thinking 3.5 Understanding
policies/resources 3.6 Political awareness and
judgement 3.7 Understanding local
needs/contexts  
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4. Specific skills Anything missing from the
framework that you do in your current role?
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Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section One Introduction Quick review
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• In this module, we have looked at
• The background to the pack and why we need it
• The aim of the pack
• Who its for
• The benefits of using it
• The structure of the pack
• The skills framework

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• What now?
• In the next module, we will look at how to use
  Section Two of the pack to
• Carry out an analysis of your current skills
• Identify any gaps and areas for action

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Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Two Finding out what you need to learn
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• Aim of the module
• To help you to
• Carry out an analysis of your current skills
• Identify gaps and areas for action

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• Finding out what you need to learn
• Section Two the backbone of the pack
• Contains the skills framework in detail
• About assessing your current skill levels
  (carrying out the
• skills analysis using Appendix 1)
• Examples given at Appendix 1A to prompt your
  thinking

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• Analysing your process skills
• Work through Appendix 1 for process skills only
• Relate the skills to your current role and
  decide on their
• levels of relevance
• Use Appendix 1A to prompt your thinking
• Work on your own initially
• Compare notes and coach each other be prepared
  to feed
• back some examples
• NB Dont score yourself yet

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Analysing your practical skills Go through the
same procedure as before, for practical skills
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• Analysing your strategic and specific skills
• Go through the same procedure for strategic and
  specific skills
• For specific skills, think of all the things
  you do in your role
• that have not been covered elsewhere

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• Getting the views of others
• Consider getting the views of colleagues or
  others who know you
• Give them copies of Appendix 1
• Do this once you have marked up how the skills
  apply to your role,
• but before you have scored yourself (so that
  you dont influence
• their thinking)

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• Scoring and deciding priorities
• Now, give yourself scores against each of the
  skills
• that apply to your role
• Compare your scores with the average scores of
• others, if you have them
• Decide the levels of priority for any learning
  needs you
• have identified

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• Change and opportunity
• What changes are coming up over the next 6-12
• months or so?
• Opportunities or threats?
• How well are you equipped to deal with them?
• What additional skills or knowledge do you need?
• Pages 41-44 of Section Two

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Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Two Finding out what you need to
learn Quick review
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• In this module, we have looked at
• The regeneration skills framework
• - Process skills
• - Practical skills
• - Strategic skills
• - Specific skills
• How these skills apply to your current role
• Your current skill levels
• Areas for action to fill any gaps in your
  current skills

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What now? Its now time to start thinking about
exactly what you want to achieve and how to go
about achieving it The next module will help you
to use Section Three of the skillspack to clarify
what you want to achieve and plan your learning
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Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Three Deciding what you want to achieve
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• Aim of the module
• To help you to
• Set clear learning objectives
• Prepare an individual learning plan

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• Deciding what you want to achieve
• Section Three of the skillspack covers
• Setting clear learning objectives
• What makes a good learning objective
• Setting SMARTER objectives
• Practising setting learning objectives
• Preparing your individual learning plan

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• Setting your learning objectives
• A good learning objective should state
• What you will learn and to what standard
• What you will be able to do with it
• Under what conditions.

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• Setting your learning objectives
• A good learning objective should state
• What you will learn and to what standard
• What you will be able to do with it
• Under what conditions.
• Remember Alice and the Cheshire Cat

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Setting your learning objectives Vague or
what? to learn about partnership working
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Setting your learning objectives Vague or
what? to learn about partnership working A
better learning objective to understand how to
work in partnership with local community
representatives in line with our organisational
values, and be able to represent my organisation
at partnership discussions without supervision.
36
Being SMARTER Specific Measurable Agreed Realisti
c Time-bound Exciting (stretching,
challenging) Recorded and rewarded?
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• Objective setting practice
• Try the exercise on page 3 for some practice in
  setting
• learning objectives
• For each vague statement, try to write a
  learning
• objective that fits the SMARTER model
  described earlier
• In particular, try to make them Specific,
  Measurable and
• Time bound
• Appendix One gives sample answers for this
  exercise and explains the thinking behind them.

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• Preparing your individual learning plan
• Called by different names
• Individual development plan
• Individual training plan
• Personal development plan etc.

39

• Preparing your individual learning plan
• Whatever you call it, your learning plan should
  
• Set out your learning objectives
• Relate them to your organisations goals and/or
  values
• State how the learning will be carried out - and
  ideally how
• much it will cost
• State when it will be completed
• Specify what will happen after the learning (how
  you will
• apply the learning and evaluate the results)

40

• Preparing your individual learning plan
• Go to Appendix Two
• Complete your individual learning plan for the
  SMARTER
• objectives you set earlier
• The example given at Appendix Two (a) will help
  to prompt your thinking

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• Next steps
• Review your skills analysis and learning
  plan/objectives
• Add to them as necessary
• Discuss with colleagues/others
• You might find it helpful to input them to your
  PC use
• the Word document on the CD-Rom
• We will arrange some follow-up activity to help
  you

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Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Three Deciding what you want to
achieve Quick review
43

• In this module, we have looked at
• The importance of clear learning objectives
• What makes a good learning objective
• Using the SMARTER approach to set your learning
• objectives (Specific, Measurable, Agreed,
  Realistic, Time-
• bound, Exciting and Recorded)
• Developing your individual learning plan

44

• What now?
• In the next module, we will look at how
  motivated you are
• about learning
• We will also consider how you learn best
• Section Four of the skillspack will help you to
  do this

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Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Four Learning about learning
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• Aim of the module
• To help you to find ways of making your learning
  more effective

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• Learning about learning
• Section Four of the pack covers
• Transforming your beliefs about learning
• Finding out how learning works
• The learning cycle
• Learning styles
• Identifying your preferred learning style
• Discovering your hidden talents
• Getting in the mood
• Time and place

48

• Challenging your internal voice
• Whether you believe you can, or whether you
  believe you cant, youre probably right. Henry
  Ford
•  
• What kind of language do
• you tend to use?
• How could you make it
• more positive?

• I can't?
• Problem?
• Difficult?
• Fail?
• Fear?

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• Transforming your beliefs
• Try the exercise on page 4
• Work on your own for a few minutes
• Compare your approach with a colleagues

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The learning cycle
Have an experience
Review the experience
Plan the next steps
Draw conclusions
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• The learning cycle
• What part of the cycle are you most/least
  comfortable in?
• To become a more effective learner, you should
  engage
• with each stage of the learning cycle
• This might mean adopting a different learning
  style and
• using methods of learning that you would not
  normally
• choose.

52
Learning styles (Honey and Mumford)

• Activist?

• Pragmatist?

• Theorist?

• Reflector?

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• Hidden talents (multiple intelligences)
• Linguistic
• Inter-personal
• Spatial
• Musical
• Intra-personal
• Logical
• Physical
• Naturalist
• (Howard Gardner and others)

How are you clever? (not how clever are you?)
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• Time and place
• Are you a lark or an owl at what
• time do you learn best?
• Do you learn best with music in the
• background, or with silence?
• Can you learn even when there is
• noise and movement around you?
• What else stimulates your learning
• smell, taste, touch?

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Getting in the mood Think of a time when you were
involved in a really effective learning
experience when you were highly motivated to
learn something new Who or what motivated you to
learn so effectively?  
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Getting in the mood Think of a time when you were
involved in a really effective learning
experience when you were highly motivated to
learn something new Who or what motivated you to
learn so effectively?   Now think of a time when
you were involved in an ineffective learning
experience when you had little or no motivation
to learn Who or what caused this lack of
motivation?
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• Getting in the mood
• Draw a map of how you got to where you are
  today in terms of learning - i.e.
• Where and how did you learn?
• Who was influential in your learning?
• What does this learning journey tell you about
  how you have learned and how you could continue
  to learn in future?

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• Sample learning map or learning journey
• What would your map look like? What would it tell
  you about how you have learned and how you could
  continue to learn in future?

Training course
Coaching from Peter
Support from parents
Evening classes
Next job
First job
School
Training from Jean
Tuition and practice
Joined volunteer Board
Took up karate
Board induction
Next job
Etc
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Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Four Learning about learning Quick review
60

• In this module, we have looked at
• The need to challenge your internal voice and
  form positive
• beliefs about learning
• The learning cycle and learning styles
• Your hidden talents or multiple intelligences
  (how you are
• clever, not how clever you are)
• Getting in the mood and choosing the right time
  and place

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• What now?
• In the next module, we will look at the kinds of
  learning
• activity that will meet your needs - remember,
  its not just
• about going on a course
• Section Five of the skillspack describes a range
  of learning
• activities
• It also looks at some learning aids that you
  might find
• useful

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Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Five Meeting your learning needs
63

• Aim of the module
• To help you to find ways of making your learning
  more effective

64

• Meeting your learning needs
• Section Five of the pack covers
• Finding creative ways of learning
• Appealing to the way you learn best
• Choosing the right learning
• Using learning aids

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• Choosing the right learning
• Read through the options for learning on pages
  2-7
• Work through the exercise on Pages 8 and 9
• How many other ways of learning can you think of?

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• Using learning aids
• Individual learning plans (already discussed)
• Mind maps
• Memory joggers
• Speed-reading

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• Mind maps
• A mind map is one of the most useful learning
  aids
• imaginable
• Mind maps were invented by Tony Buzan in the
  1960s
• They are based on whole brain thinking
• They use the 5/95 rule i.e. you only need a
• small number of words or symbols to trigger
• your memory (for example, think of road
  signs)

68

• Mind maps
• Draw a quick mind map of the workshop so far
• Use Appendix One to help you
• Go to three levels of detail main topics,
  sub-topics and
• finer detail where possible

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• Memory joggers example 1
• To remember the colours of the rainbow
• Red, Orange, Yellow, Green, Blue, Indigo, Violet
• Richard Of York Gave Battle In Vain

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Memory joggers example 2 To remember the order
of planets My Very Easy Method Just Speeds Up
Naming Planets (Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Uranus, Neptune and Pluto)
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• Memory joggers further examples
• Alphabetical ABC Accelerator, Brake and
  Clutch
• Anagrams SWALK Sealed With A Loving Kiss
• Alphanumeric One bun, two shoe, three tree etc
• Short rhymes 30 days hath September, April,
  June and November
• Comparisons The port light on a ship is red,
  just like port wine
•  

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Memory joggers further examples A phrase
featuring the word or parts of the word you are
trying to remember e.g Separate is a rat of a
word to spell Vibrant images or symbols
e.g ? How much will this cost?
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• Memory joggers exercise
• Think of something you find difficult to recall
• Try to devise a memory jogger for it
• For example
• ABC for Accelerator, Brake and Clutch
• The River Don is north of the River Dee
• Stationary means standing still. Stationery is
  what you write
• letters on

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Can you read like a bat?
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• Can you read like a bat?
• Normal reading speed 100 - 240 words per minute
• The human brain can take in up to 5000 words per
  minute
• Try using
• - Quarter skipping
• - Third skipping
• - Half skipping
• - Whole line skimming

Have a look at the speed reading tips in Section
Five of the pack
76
Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Five Meeting your learning needs Quick
review
77

• In this module, we have looked at
• Creative solutions that appeal to the way you
  learn best
• The importance of choosing the right learning
  method
• The wide range of methods available
• The importance of reflection in turning
  knowledge into
• learning
• How to use learning aids

78

• What now?
• The next module will look at how to use Section
  Six of the skillspack to
• Review your learning
• Discover what works for you and what doesnt
  and
• what to do about it

79
Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Six Valuing what youve achieved
80

• Aim of the module
• To help you to find ways of making your learning
  more effective

81

• Valuing what youve achieved
• Section Six of the pack covers
• Reviewing the effectiveness of your learning
• Enjoying your successes
• Dealing with setbacks
• Learning about your learning
• Keeping track of your learning

82

• Regular shorts bursts of learning
• Experts in the field of learning believe its
  best to learn for a session of 20-45 minutes,
  followed by
• A 5 minute revision a day later, followed by
• A 5 to 10 minute revision a week later, followed
  by
• A 5 to 10 minute revision after 3-4 weeks.
• How could you apply this to your learning?

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• Reviewing your learning
• Celebrate successes/eureka moments
• Tackle setbacks
• - Avoid avoidance
• - Isolate the problem
• - Remind yourself of your motivation for
  learning
• - Challenge the problem
• - Dont beat yourself up
• - Get help
• Learn about your learning - what is working/not
  working and why?

84
Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Six Valuing what youve achieved Quick
review
85

• In this module, we have covered
• Reviewing the effectiveness of your learning
• Enjoying your successes and dealing with
  setbacks
• Learning about your learning, so that you will
  know what
• will work best for you in future
• Using a learning log to keep track of your
  learning

86

• What now?
• You have now completed the journey
• Identifying your learning needs using the skills
  framework
• Being clear on what you want to achieve
• Choosing the best learning options
• Knowing how to review the effectiveness of your
  learning
• Of course, the journey is never really complete

87
Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Seven Developing a learning system for
your organisation
88

• Aim of the module
• To help you to consider the factors involved in
  developing a learning system for your
  organisation

89

• Developing a learning system for your
• organisation
• Section Seven of the pack covers
• Developing a learning culture
• The case for learning
• The learning organisation
• Process and culture
• Developing a learning policy
• Learning partnerships
• Responsibilities for learning
• Understanding the learning loop
• Working with the Investors in People Standard

90
(No Transcript)
91
Are we a learning organisation?
Learning
Change
Are we learning at a pace at least as great as
change?
(Reg Revans)
92
Process and culture
Do our culture and processes support each other?

• Culture
• Values and beliefs
• How we treat people

• Process
• Policies
• Systems, procedures

93
Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Seven Developing a learning system for
your organisation quick review
94

• In this module, we have looked at
• Assessing your organisations learning culture
• The importance of processes that support the
  culture
• Developing a learning policy or strategy
• Understanding the need to balance learning needs
• Internal and external learning partnerships
• Responsibilities for learning
• Linking learning objectives and activities to
  the organisations
• values and goals
• Identifying organisational learning needs
• Setting clear learning objectives and agreeing
  relevant learning
• activities
• Monitoring progress and evaluating the return on
  investment

95

• What now?
• You might want to think again about any counter
• arguments you might come up against as you
  try to
• improve the learning culture or introduce new
  processes
• The support and commitment of your senior
  colleagues and
• Board members will be essential
• We hope you find the materials in Section Seven
  of the
• skillspack useful in achieving this support
  and commitment

96
Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Eight Helping others to learn
97

• Aim of the module
• To help you to help others to learn

98

• Helping others to learn
• Section Eight of the pack
• Helping others to use the pack
• Just being there for the learner
• Getting your point across
• Carrying out one-to-one reviews
• Coaching for success
• Checklists and tips for effective instruction,
  group learning
• one-to-one reviews and coaching

99

• Helping others to use the pack
• Make the process positive and non-threatening.
• Develop trust and empathy
• Help learners to discover for themselves
• Make sure everyone is clear on the purpose
• Emphasise the need for management buy-in to the
  process
• Ensure people understand how using the pack
  aligns with any
• structured process that might exist within
  their organisation
• Try to draw out examples from individuals
• Allow sufficient time
• Celebrate success
• Detailed guidance is contained in Section Eight
  of the pack.

100

• Being there for the learner
• Think about how you will support the learner
  throughout
• Follow the learning loop described in Section
  Seven of the pack
• Recognise the fit between the learning, their
  role, and the
• organisations values and goals
• Be clear on exactly what they are trying to
  achieve, to what
• standard and how they and you can measure
  progress
• Apply the learning and assess the impact on
  performance
• Assess how the learning has contributed to the
  needs of the team
• or the organisation

101

• Getting your point across
• When giving instruction, there is a lot to think
  about, including
• Consider how you will get your point across
  effectively
• Dont rush through it
• Make sure you cover the key points in detail
• Avoid jargon
• Allow sufficient time for questions and
  reflection
• Detailed guidance and checklists are contained in
  Section Eight of the pack.

102

• Carrying out one-to-one reviews
• Sit down with learners on a regular basis to
  discuss
• How they are getting on
• How they are feeling about things
• Anything that could be improved in the way the
  team operates
• Any learning or support they might need
• Dont rush it
• Be organised
• Make it a two-way process
• Further guidance and a review checklist and
  preparation form are contained in Section Eight
  of the pack.

103

• Coaching for success
• Use coaching to support learners during or after
  a learning activity
• Use coaching to keep an eye on things and spot
  ways in which
• people can improve
• Look for opportunities to help individuals
  perform better
• Help them to discover ways of improving for
  themselves
• Support them as they improve
• Choose the right style of coaching (see
  following slide on the
• coaching continuum)
• Further guidance is contained in Section Eight of
  the pack.

104
The coaching continuum (or spectrum)
Directive
Non-directive
Football coach?
Tennis/golf coach?
Drama coach?
Workplace coach?
105
Learning in Regeneration Using the Learning in
Regeneration skillspack to identify and meet
learning needs in community regeneration
Section Eight Helping others to learn Quick
review
106

• In this module, we have covered
• Helping others to use the skillspack
• Supporting learners by just being there and
  through a more
• structured approach to coaching
• Getting your point across when instructing
  people one-to-one
• or in a group
• Carrying out one-to-one reviews
• Coaching for success

107

• What now?
• Consider what steps you now need to take, either
  as an
• individual learner or on behalf of your
  organisation
• There is a wide range of advice, support and
  information
• available, as highlighted throughout the pack
• In particular, there is the learndirect scotland
  for business
• training partner service for small and medium
  sized
• organisations call the helpline on 08456
  000111 or visit
• www.lds4b.com