Delivering L&D Activities CLDP
Delivering Learning and Development Activities
|Participant Name | |
|My Manager | |
|My Mentor | |
|My Facilitator | |
|My CIPD Number | |
|Completion Date | |
|CIPD Value 6 |Made up of workshop time, participant pack exercises, ‘Show you know’ activities, research and |
| |reading |
|Participant declaration: |
|I confirm that the work/evidence presented for assessment is my own unaided work. |
|I have read the assessment regulations and understand that if I am found to have “copied” from published work without acknowledgment, |
|or from other candidates’ work, this may be regarded as plagiarism, which is an offence against the assessment regulations and leads to|
|failure in the relevant unit and formal disciplinary action. |
|I agree to this work being subjected to scrutiny by textual analysis software if required. |
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|Protection Act 1998. |
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|records. |
|I understand that until such time as the assessment grade has been ratified by internal and external quality assurance verifiers the |
|grade is not final. |
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|Date: |
Welcome and Introduction
This unit builds on the preparing and designing learning unit and takes you through important areas for delivering training. We start with the session plan and end with thoughts about evaluation. Along the way you will read and do activities linked to more of your Accelerated Learning Handbook chapters.
Leading L&D events is about putting your plan for interesting, engaging and activity-based learning into action. You are very much the guide and orchestrator of people’s learning rather than a traditional expert dispensing knowledge. That’s what makes our jobs so interesting and rich in terms of our participants’ learning, our own development and our business success.
Making best use of your time on this unit
Like every unit, approach this one in a systematic way. Here is a suggestion that works for many of our participants:
|Think |Take 10 minutes to skim read the whole pack from start to finish. This gives you a sense of its content, exercises and |
| |‘Show you know’ activities. |
|Plan |Spend 10 minutes planning how you will go about the pack and the ‘Show you know’ activities. |
| |Commit to an estimated timescale for yourself. |
|Do |Go through the pack completing all the exercises that you can tackle immediately. |
| |Go back through the pack doing the exercises that you need to research. |
| |Now you can approach the ‘Show you know’ activities with confidence. |
Main icons and your actions
|[pic] |Exercise your brain #1 |
| |(time estimate: 20 minutes) |
|This image tells you that it is an exercise to help you interact with the unit’s content. |
|There is also a helpful indicator of how much time to spend on it. Obviously, people are different; however, this is a useful guide. |
|The shaded area has the exercise information |
|Complete your response in black text in the box(es) below. |
|[pic] |Show you know: |[pic] |
| |(time estimate: 200 minutes) | |
This banner tells you it is a ‘Show you know’ activity. Each one gives advice on what’s required, including a template for your response.
When an exercise or ‘Show you know’ activity refers to ‘your organisation’, you can choose your current organisation, one that you know well, the organisation of a friend, relative or client, or even the programme case study company, GDP Ltd.
Contents
1 Be able to create an environment conducive to learning 6
1.1 Introduction 6
1.2 The session plan 6
1.3 The learning environment 6
1.4 Peripheral learning 8
1.5 Affirmations and positive suggestions 8
1.6 Planning the physical environment 9
1.7 Themes 10
1.8 H&S 10
1.9 Different types of learner 11
1.10 The learning event begins 12
1.11 Using ‘icebreakers’/warm-up methods 13
1.12 Creating ground rules 14
1.13 Rapport 15
1.14 How should I behave? 16
1.15 Balancing individual and group needs 17
1.16 Disruptions 17
1.17 Links and follow through 18
2 Be able to plan and deliver a learning and development activity to individuals and groups 19
2.1 Introduction 19
2.2 The story so far . . . 19
2.3 The presentation 19
2.4 Managing activities 20
2.5 Music in Learning 21
2.6 Encouraging learners 22
2.7 Supporting learners through questioning and feedback 22
2.8 Helping learners reflect and identifying what’s next for them 23
2.9 Embedded commands 24
2.10 The session end 24
2.11 Trainer qualities 25
2.12 Links and follow through 25
3 Know how to review learning and development activities 26
3.1 Introduction 26
3.2 Choosing an assessment 26
3.3 Learner reactions 26
3.4 Links and follow through 27
4 Meeting CIPD criteria 29
Links to CIPD Standards
By fully completing this unit’s Participant Pack and delivering ‘Show you know’ activities that ‘Meet CIPD criteria’, you will cover the following learning outcomes and assessment criteria.
|Learning outcomes |Show you know criteria |
|The participant will: |The participant can: |
|Be able to create an environment conducive to |Explain the individual and environmental factors that impact positively or |
|learning. |negatively on learning. |
| | |
| |Create a positive learning environment. |
|Be able to plan and deliver a learning and |Write a plan with clear aims and learning outcomes based on: |
|development activity to individuals and groups. |- identified need |
| |- principles of adult learning |
| |- resource availability |
| |- appropriate assessment methods. |
| | |
| |Structure, sequence and manage a learning and development activity. |
| | |
| |Support learners through questioning and feedback. |
| | |
| |Demonstrate good practice in assessing learning using formative and summative |
| |methods as appropriate. |
| | |
| |Summarise and conclude learning and development activity. |
| | |
| |Assist learners to reflect on their learning and identify further development |
| |needs. |
|Know how to review learning and development |Seek and analyse participant feedback. |
|activities. | |
| |Reflect on and evaluate effectiveness of own inputs. |
| | |
| |Make recommendations for future improvement. |
Be able to create an environment conducive to learning
1 Introduction
In this first part of the unit you will look at the main elements in a session plan and consider what needs to be in place to get your events off to a great start.
2 The session plan
An effective session plan is a super guide for the trainer and is very helpful to administrators who may book venues, arrange materials, etc. They range from highly detailed scripts with blank spaces for the trainers to insert their names, to more top level ones like a mindmap.
If we have in our minds that the session plan should:
• Allow a trainer with the required knowledge and skill to run the session
• Help make sure that the key messages are delivered from the training
• Help the trainer to stock-take and re-plan during the session
• Help L&D administrators to support the programme
• Help with broader administration, like knowing that people are still using the same version of the course - a particular issue in large organisations.
|[pic] |Exercise your brain #1 |
| |(time estimate: 40 minutes) |
|This is a two-stage activity: |
|Review the session plan below and bullet point below its ingredients. This means list all the things that should be included in a |
|session plan. You are not reviewing the training design, just the ingredients of a session plan. |
|[pic] |
| |
|Secondly, get a different session plan (perhaps from your workplace, a friend, relative or colleague participant). Now compare it with |
|the ingredients you listed, noting any differences and a comment on each. |
| |
3 The learning environment
The learning environment begins before your learners arrive or log in, depending on the type of L&D activity. It’s possible that your learners have some negative thoughts in their heads about what’s coming. Effective L&D professionals understand that regardless of where the learners are “at”, creating a positive learning environment will help you and them achieve the learning objectives quicker and more easily.
Eric Jensen says in Super Teaching
An artfully designed and carefully planned positive-suggestive environment can do 25% of your teaching for you. Conversely, a poorly designed learning environment can significantly detract from the learning process.
|[pic] |Exercise your brain #2 |
|Revise your Accelerated Learning Handbook, chapter seven, Preparation Phase, pages 59 – 77. This time you are reading with a clear |
|emphasis on creating a positive learning environment. |
Dave Meier identifies eight components of Learning Preparation:
1. Positive suggestions
2. A positive physical environment
3. Clear, meaningful goals
4. Learner benefits
5. Pre-course learner prep kit
6. A positive social environment
7. Total learner involvement
8. Curiosity arousal.
Remembering that they are all interrelated, apply your learning to the following activity.
|[pic] |Exercise your brain #3 |
| |(time estimate: 40 minutes) |
|Think about a programme that you know well in your organisation. If you are not familiar with any programmes, speak with someone in your|
|training area. Get a sense of the programme, its benefits to the learners and the company, the type of delivery the programme has, how |
|people get on the programme (do they volunteer, are they “volunteered”, forced?), what learners say they like about the programme and |
|what they find most challenging. |
|Now write a short paragraph below to set the scene for the programme. |
| |
|And now give your suggestions for the preparation phase, using the eight major components as your guide. |
| |
4 Peripheral learning
Make sure you make the most of this tool from now on. Here is some additional input from Eric Jensen on peripheral learning:
Eric Jensen says in Super Teaching
“Do not try and draw attention to peripherals since they are meant to impact at the subconscious level. Peripheral messages are often more powerful than standard front-of-room instructional strategies.
The positioning of visuals on the wall can make a major difference in how they impact the student. The direction your eyes look indicates access to a certain physiological mode such as visual, auditory and kinaesthetic.
If you want the item to evoke good feelings, put it below your students’ eye level. When the eyes are looking down and to the right, the body can most easily access kinaesthetic mode.
If you want students to talk about an item on the wall, put it at eye level, since your body accesses constructed or created sounds with the eyes looking to the left or right. This area is for communications and upcoming events.
If you want students to simply notice the information, as in the form of review, put it above eye level, which stimulates the visual mode for recalling the information.”
5 Affirmations and positive suggestions
Your Accelerate Learning Handbook covers this area very well. I would stress that affirmations and positive suggestions could be:
1. Of a general nature
2. Quotations from recognisable people
3. Testimonials from previous participants.
|General |You can do it |
|Quotations from Recognisable people |“I make mistakes, but I always learn from them” |
| |Katherine Jenkins (opera singer) |
|Testimonials from previous participants |“I particularly liked the activity on day two. I learned a lot from it.” |
| |Sarah (Accounts) |
|[pic] |Exercise your brain #4 |
| |(time estimate: 30 minutes) |
|Locate five examples of each of these three kinds of affirmation and positive suggestion. Helpful sources are the internet, previous |
|evaluation forms, perhaps lines from movies that you know, and your own creativity. When giving your response to quotes and testimonials|
|from previous participants, also tell us what kind of programme(s) your items suit. |
|General affirmations |
|1 | |
|2 | |
|3 | |
|4 | |
|5 | |
|Quotes from recognisable people |
|1 | |
|2 | |
|3 | |
|4 | |
|5 | |
|Testimonials from previous learners |
|1 | |
|2 | |
|3 | |
|4 | |
|5 | |
6 Planning the physical environment
Professional trainers ought to be at the venue at least one hour before the start of the event so that they can:
• Get set up
• Deal with any venue issues (like missing props)
• Speak with the administrative or banqueting staff (hotels)
• Arrange the event’s choreography (handouts, peripherals, equipment, prepared flipcharts, etc)
• Mentally prepare for the coming session.
In the UK, facilities people and architects (who are less aware of the importance of the physical layout for learning) design many training facilities. This means we often inherit rooms that have one or more of the following issues:
• Screen position means not everyone can see
• Screen position means you, as facilitator, will be walking in front of the projector
• Tables with ill-fitting chairs
• Wall space that doesn’t allow posting of peripherals
• Lack of space to post your flipcharts and peripherals
• Walls with surfaces that don’t allow blue tack or masking tape
• Plug points in inappropriate places
• Broken flipchart easels
• Lack of flipchart paper
• Lighting that doesn’t allow effective projection for movies
• Inappropriate projectors (not powerful enough but cheap)
• Too many or too few chairs
• Chairs provide a 30-minute or less comfort zone.
7 Themes
Giving your events a theme can greatly enhance the event. This is because it helps make things interesting and unusual, which means there is more chance of remembering and therefore more chance of learning.
It’s all logical really. And it needn’t be as daunting or expensive as it may first appear. Simply deciding to do it is the first step, and then some creative thinking will deliver little miracles and great learning.
|[pic] |Exercise your brain #5 |
| |(time estimate: 60 minutes excluding reading time) |
|Now go to your A. L. Handbook, chapter twelve, pages 123 to 132. |
|Considering the themes chapter that you have just read, what are your main two or three thoughts? |
| |
|Consider a learning programme that you run or have been a participant on. What was it, what theme might you suggest, how might your |
|theme show itself during the programme and what outline costs would there be? Costs don’t need to be exact, just enough to show an |
|appreciation of cost as a factor. |
|Programme title |
| |
|My suggested theme |
| |
|How my theme might show itself during the programme |
| |
|Outline costs (including VAT) |
| |
8 H&S
Another important part of preparation is the health and safety review. The people at the venue will talk you through fire test information, emergency escape routes and anything specific to the venue or organisation.
As the facilitator, you need to walk around the room to assess things like cables, air-conditioning or equivalents, potential spillages. There might even be a risk of your flipcharts flapping and causing paper cuts.
|[pic] |Exercise your brain #6 |
| |(time estimate: 20 minutes) |
|Health and Safety is one aspect where there is a legal dimension to the L&D professional’s role. Make brief notes here about these other|
|key legal issues that the L&D practitioner ought to know about and the impact of each one. |
|Legal area |Its impact on L&D practice |
|Copyright | |
|Data Protection | |
|Equality | |
9 Different types of learner
To know or not to know; that is the question.
|[pic] |Exercise your brain #7 |
| |(time estimate: 20 minutes) |
|There are 45 minutes before you start a training session. Mark Davie, GDP’s Support Services Manager, comes to you and says in a |
|sarcastic tone, “Welcome. You have a real mix of personalities today. I bet you will have fun! I certainly don’t envy you. Let me |
|tell you about each of your participants.” |
|Bullet point below what are the advantages and disadvantages of being briefed about your delegates. |
|Advantages |
| |
|Disadvantages |
| |
|And lastly, what would you definitely want to know about individual learners or the whole group that would help you? |
| |
10 The learning event begins
1 Well almost – the pre-course welcome
The pre-course welcome or joining instructions can do a lot to help prepare the way for effective learning. The preparation phase of the 4-phase learning cycle will have helped you a lot, and this section is simply to remind you of the importance of great joining instructions and to explore an example before you produce your own.
For efficiency, many people have a standard email or other medium for issuing joining instructions. While it is efficient, we must question its effectiveness.
|[pic] |Example |
|Efficiency verses Effectiveness |
|In this large organisation they do lots of training. They use a standard structure for their emailed joining instructions. It includes |
|course date, place, time, dress code, etc. My programme with them started at 9.15 am, though their normal starting time was 9.30 am. |
|Guess what? People still arrived for 9.30am. Why? Probably because the learners had assumed or skipped over the joining instructions |
|because they were so used to them. |
You might have constraints on your time; however, that just makes creative juices flow all the more. For example, even if there is a standard email, you can still attach your own personal, more impacting invitation.
|[pic] |Exercise your brain #8 |
| |(time estimate: 20 minutes) |
|Look at the joining letter below. Think about: |
|What is Lucy Stone wanting to achieve? and |
|The eight-components of learner preparation and which ones are being addressed, which ones are not but could be |
|The layout, style and language. |
|[pic] |
|Now give some feedback on: |
|What you believe is positive, negative and interesting about it. And finally, what improvements would you suggest for the design, |
|content and even enclosures. |
|Positive about it |
| |
|Negative about it |
| |
|Interesting about it |
| |
|My suggested improvements |
| |
11 Using ‘icebreakers’/warm-up methods
Right from the start, it is very important to have people join you and engage in the event with their colleague participants. A sound opening will include warm-ups and icebreakers.
Practitioner Tip 386
Make sure all your learners say something aloud within the first few minutes. This is because the longer someone goes without speaking and hearing their own voice in a room, the longer and harder it will be for them to make their first contribution.
Warm-ups and icebreakers can provide valuable assistance to ensuring a great event. They can:
• Help focus attention (bring them mentally into the room with you)
• Help induct people into the content
• Help create the mood you want: excitement, energy, reflection, logical thinking, creativity, etc.
The L&D Professional doesn’t simply throw in ice-breakers, but instead plans, designs and uses them for a distinct purpose. Remember, you are the learning conductor orchestrating a process that’s easy, fun and fast learning.
Issues to consider are the amount of risk people will take so early in an event. If people know one another, have been on several workshops together, then your activity could have an element of risk taking in it. On the other hand, if the participants are strangers and are together for just this one event, a safe option sounds better.
Never use an activity simply because you like it.
|[pic] |Exercise your brain #9 |
| |(time estimate: 40 minutes) |
|Surf the internet, talk with colleagues, friends, family members, go to the library or create your own activity. |
|Attach a file detailing, or note here, the procedure for activities at the very start of a programme. One activity for each of the |
|following situations: |
|Have people introduce themselves |
|Provoke thought on a training subject of your choice |
|People introducing themselves |
| |
|Provoke thought on a subject of your choice |
| |
Finally, it is important that learners feel that they can achieve on their own, which is why during the warm ups and icebreakers the facilitator steps back and lets the learners get on with it.
12 Creating ground rules
Ground rules, known also as Contract, Learning Contract, Success Contract, provide a valuable tool for everyone involved in the session. They can:
1. Focus attention on the behaviours and practicalities necessary for success
2. Create the conditions for everyone to be shareholders in the event
3. Give you the confidence to address behavioural issues later because the ground rules have already been agreed.
As you will remember from the previous unit about adult learning, you would never impose ground rules because they become yours not everyone’s. Instead you would make sure to get people’s agreement.
|[pic] |Exercise your brain #10 |
| |(time estimate: 10 minutes) |
|When might you start with a blank sheet and facilitate a discussion to arrive at ground rules? |
| |
|And when might you say, “Here are my suggested ground rules, what do you think, what would you add and what would you remove?” |
| |
Make sure you are specific. For example, putting “communicate” on the flipchart as a ground rule is easy but what does it mean? How will we know if we are doing it and doing it in line with what we want? Tease out points so that they are specific.
|[pic] |Example |
|The Confidentiality Promise |
|Confidentiality is an interesting point for ground rules. I’ve heard many trainers telling groups something like, “It’s important that |
|we are honest, so let’s commit to/guarantee confidentiality. What we say in the room stays in the room.” Lots of nods ensue but |
|actually no-one can guarantee that. |
|Perhaps you should acknowledge that no-one can guarantee confidentiality so everyone ought to take responsibility for what they say. |
|When training in companies, I always tell learners that I will not report back specific people’s comments, though I do give a short |
|after-training report to the customer highlighting any themes I feel important. This works well for me and as the event unfolds I may |
|specifically say, “That sounds like a general theme; may I include that in my review?” |
|[pic] |Exercise your brain #11 |
| |(time estimate: 15 minutes) |
|Think about a two-day performance coaching skills programme for a group of 12 line managers in GDP Ltd. |
|Note briefly below how you would plan to deal with ground rules. Think about: |
|How long you might spend on them |
|The likely content |
|Whether you would prepare them yourself or involve the group, etc. |
| |
Regardless of how you arrive at them, the final stages are:
• Get agreement
• Confirm that they belong to everyone and are not just your own ground rules.
You get agreement by asking for it and then looking at everyone to make sure there is a nod, or other gesture that signals agreement. Once, I got people to come up and sign the ‘success contract’. What was the point of that? Yes, it was to add to its significance and to help ensure commitment. After all, you would normally be committed to something you have put your signature on.
However you do it, the final part is to remind people that they are not the trainer’s ground rules; they belong to the group.
And lastly, there isn’t any value in doing it unless you use them, return to them, and have feedback on their use.
13 Rapport
By now there will be rapport within the group. But how did you achieve it and how will you keep it?
Tad James and David Shephard in Presenting Magically say:
“Rapport is a process that allows you to communicate and bond with your audience’s unconscious mind.”
|[pic] |Exercise your brain #12 |
| |(time estimate: 20 minutes) |
|What do you consider rapport to be in the training setting? Produce a brief note for a new L&D professional that gives your definition |
|of what rapport is. |
| |
|How would you establish rapport with delegates? |
| |
|How can you keep it? |
| |
|How do you know that you have strong rapport? What might an observer notice that helps to show that you have strong rapport? Note at |
|least four bullet points below. |
| |
14 How should I behave?
Essentially, you meet people ‘where they are’ and go together to explore the event content, activities and assessment.
This means that you reach a consensus prior to delivering the training, because in this way you will work in line with your adult audience.
At the start, many people look to you as an authority figure, so perhaps at the start you would consider behaving with more authority.
|[pic] |Example |
|The Disaster |
|In one of my in-house trainings in mainland Europe, the 12 day course was split into 3-days every four months. In the first set of |
|3-days, we spent some time on the success contract. Because the participants represented eight different countries I decided to take a |
|‘country club leader’ approach at the start and concentrate on building relationships. |
|Many participants would go on to their mobile phones or their laptops immediately on finishing an activity rather than refine what they |
|had or discuss the topic at hand. At break times the laptops were out again, and it proved tough to get people back at stated times |
|because they had to log-off, etc. |
|I decided I would pick up on this before we finished the three days. I was wondering if I was experiencing a cultural norm in the |
|participants’ company and people had simply complied with the success contract. |
|When I introduced the subject I wanted to facilitate a solution and in doing so demonstrate facilitation. I had some participants saying|
|it was disrespectful to get laptops out during training, others felt if they didn’t they would get very behind in their work and others |
|who were a little hurt that the issue hadn’t been raised much earlier. |
|In the end, some of the Eastern Europeans said, “You are the instructor. What are your rules?” I said that I wanted us, as adults, to |
|get a consensus. This didn’t work for them, so I stated that I wanted laptops and phones used only at break times and for people to |
|return at the agreed time ready to start. “Ok” they said, and it wasn’t an issue again. |
|This example illustrated a number of things to me: |
|The importance of commitment to ground rules |
|People need boundaries |
|The need to be more definite with some groups at the start, even if this may go against adult learning principles |
|Deal with ground rule breaches quicker |
|Stay out of the trap of assuming what everyone is thinking. |
|This adventure generated a powerful CPD Record entry for me. |
15 Balancing individual and group needs
As Captain Spock said in Star Trek III, “The needs of the many outweigh the needs of the one.” In an L&D event you have published objectives to meet and individual objectives to satisfy. This raises the potential for conflict between individual and group needs. You can satisfy an individual’s needs by:
• Flexing the event for everyone
• Making yourself available to the individual at break times or at the end of the event
• Agreeing to send additional resources to the individual after the event
As long as you stay in a resourceful state and can facilitate, coach and assert yourself, you will succeed with every individual issue that comes your way.
16 Disruptions
Disruptions can be environmental, such as builders causing noise in the room; through to colleagues of a learner coming to ask them to leave the training for a while to work on an operational issue.
|[pic] |Exercise your brain #13 |
| |(time estimate: 40 minutes) |
|Consider the following disruptions. What would you do if this happened, and what would you have done beforehand to help make sure it |
|didn’t happen at all? |
|A delegate using mobile phone during the session. |
|Action now that it’s happened |Actions beforehand to avoid it happening |
| | |
|A delegate consistently returning late from breaks. |
|Action now that it’s happened |Actions beforehand to avoid it happening |
| | |
|Learners refusing to take part in an activity. |
|Action now that it’s happened |Actions beforehand to avoid it happening |
| | |
|A delegate responding to every question, meaning others are not getting the chance. |
|Action now that it’s happened |Actions beforehand to avoid it happening |
| | |
|Learner requesting to leave four hours before the published finish time. |
|Action now that it’s happened |Actions beforehand to avoid it happening |
| | |
17 Links and follow through
One of the many sites that include icebreaker ideas.
Additional resources to support your learning on ‘Delivering Learning and Development Activities’:
BEEVERS and REA, (2010) Learning and Development Practice. London: Chartered Institute of Personnel and Development.
Presenting Magically by Tad James and David Shephard: useful book for trainers’ development.
|Want to stretch yourself? |[pic] |
|Suggest occasions when you could use icebreakers and create an icebreaker folder. Build it into a useful | |
|library for yourself. | |
Be able to plan and deliver a learning and development activity to individuals and groups
1 Introduction
This chapter is much more about doing than knowledge building. A lot of what you have already done in the programme so far will help you design and deliver effective L&D events that are easy, fun and fast.
The culmination of this unit will involve planning, designing and delivering a session to your colleague participants. After assessing and evaluating it you will reflect on your performance and create an action plan for the future.
2 The story so far . . .
You have read, explored, learnt and completed numerous activities around effective design, A.L. techniques and methods, the practical aspects of the learning environment and the session plan. You have explored making a great start to your events and so let’s pick up on:
• The presentation
• Managing activities
• Music in learning
• Encouraging learners
• Supporting learners through questioning and feedback
• Helping learners reflect and identifying what’s next for them.
3 The presentation
There are times when you need to present content. That’s ok. The issue then becomes what you will do to make sure that the learners stay attentive, engaged and that they learn.
Sure, your delivery voice is a major aspect here. Good speakers vary their tone, make eye contact, have props and speak in vivid language with the use of analogies and metaphors.
There are practical things that you can do as well, such as giving them something to do while you present.
Practitioner Tip 49
Sometimes, when I need to present, I give the audience a grid with words in each box. Then I invite them to play Bingo. When they hear me use a word that’s on the card they tick it off. The first to finish shouts ‘Bingo’. I include one word that I have no intention of saying so that everyone needs to listen until the very end.
|[pic] |Exercise your brain #14 |
| |(time estimate: 20 minutes) |
|Note here nine other practical things that you can do or include in your presentation so that your learners will stay attentive and |
|learning. |
|1 | |
|2 | |
|3 | |
|4 | |
|5 | |
|6 | |
|7 | |
|8 | |
|9 | |
|[pic] |Exercise your brain #15 |
| |(time estimate: 30 minutes excludes reading time) |
|Now read your A. L. Handbook, chapter sixteen, pages 157 – 168 for great enhancements to your delivery and design in general. |
|Make some brief summary notes for yourself about the key reflections for you and your future L&D events. |
| |
|List at least four specific practical actions you will commit to in order to put into practice what you have learned. |
| |
4 Managing activities
Activities come in many shapes and sizes, from the matching game to the business simulation. There are a number of things that you ought to consider to help to make sure they run effectively. Obviously, beforehand, you have the brief and instructions in plain language, you’ve edited them so that every word is valuable, and you’ve piloted them so that you know how they work.
Always ask or invite people to take part in an activity. Remember, adult learners prefer to be asked not told.
In briefing the activity, know where you can negotiate.
|[pic] |Example |
|The role play |
|One day I planned a role play for a session. When I finished the briefing I could tell that the learners were not relishing the idea. |
|Because the learning objective was about knowledge I negotiated. We decided that they would discuss the case study and talk about how |
|they would deal with it. Those who wanted to role play could do that if they wished. |
|Had the objective been to demonstrate skills in role play, with learners hearing themselves saying the words and experiencing what it is |
|like, then I would have taken a different approach. |
|Firstly, I would ask for the specific concerns and acknowledge them |
|Secondly, I’d explain the link to the objective and the reasons for it being a role play |
|Thirdly, I’d ask about their specific concerns and then deal with each one. |
|If necessary, I’d ask “What would have to be in place for you to role play today?” |
It can be very useful to have a PowerPoint slide or prepared flipchart with the objective and key points in view at all times.
Let learners know how you intend to operate during the activity. Will you be checking on them? Will you leave them to do it and simply be available if they need you? Whatever you decide, tell them. Learners tend not to relish the facilitator as prison guard, walking around while they work.
Be sure to stay attentive while the activity is going on. This is because later you will feedback precisely what you have noticed; learning points, thoughts, etc.
Have the participant’s feedback first so that they create the review and you can amplify points at the end.
Always thank people for taking part in an activity.
5 Music in Learning
Felix Mendelssohn, composer, (1809 – 1847) said:
“Music cannot be expressed in words, not because it is vague but because it is more precise than words.”
|[pic] |Exercise your brain #16 |
| |(time estimate: 20 minutes excluding reading time) |
|To explore the value and use of music in learning, read your A. L. Handbook, chapter eleven, pages 117 – 121. |
|Summarise below the use of music in learning activities in two short paragraphs. |
| |
6 Encouraging learners
Encouragement oils the wheels of performance in the training room. Make it your mission to develop a rich and varied vocabulary of encouraging ‘strokes’ for your learners.
Then find opportunities to give encouragement to your learners.
And never lie. Never make it up because it will leak out in your body language. Instead, it is always possible to find something positive and constructive to feed back.
7 Supporting learners through questioning and feedback
1 Questioning: them to you.
|[pic] |Exercise your brain #17 |
| |(time estimate: 30 minutes excluding reading time) |
|Read your A. L. Handbook, chapter fourteen, pages 141 – 145. |
|What is your opinion on the comments in the introduction? |
| |
|Which idea for question raising will you try, and in what circumstances? |
| |
|Invent a variation on the theme and share it below. |
| |
2 Questioning: You to them
How many L&D people ask participants closed questions?
• Everything OK?
• Are you with me?
• Are you all getting it? Yes?
• Any questions?
So we will never do that again. Resolve to ask better questions like:
• What questions do you have so far?
• Out of ten, how comfortable are you with this, with 1 low and 10 high?
• What was the most straightforward topic this morning?
• What will be your biggest challenge?
• Tell me the question that popped into your head and that you haven’t asked already?
|[pic] |Exercise your brain #18 |
| |(time estimate: 10 minutes) |
|What other great questions can you create to add to your great question bank? List a few below. |
| |
8 Helping learners reflect and identifying what’s next for them
Remember the Kolb and the Experiential Learning Cycle? You can use this as a basis for questioning learners. After an activity you could ask questions like:
• What happened there?
• What did you notice/think/feel about what happened there?
• What might that mean for you in the future?
• What are your actions?
Actions can be vague or detailed action plans, created at the end of the event. You also need to consider how you can influence the support and back-up your learners receive back at base. One way to help learners succeed in their actions is to have them create realistic action plans during the L&D event.
Colin Rose, a leading UK trainer and author, uses the following prompts in action plans:
1. Three things I learned today were . . .
2. I am going to . . .
3. I expect this initial difficulty . . .
4. I will overcome it with the following actions . . .
5. I know that I’ve succeeded when . . .
6. I will find out more about the following subject . . .
7. And he adds a final message about noticing successes along the way and celebrating them.
|[pic] |Exercise your brain #19 |
| |(time estimate: 20 minutes) |
|These seven prompts are very smart. Go through each one and give an explanation for why it is there and what purpose it serves. |
|1 | |
|2 | |
|3 | |
|4 | |
|5 | |
|6 | |
|7 | |
|[pic] |Example |
|The action plan |
|I love these prompts because they ask learners to clarify what challenges they expect and, more importantly, what they will do about |
|them. They help achieve a realistic action plan. In my events I’ve added a prompt about the celebration. It says “I will reward my |
|success with . . .” |
9 Embedded commands
In the UK, there is a growth in popularity of TV shows where people are able to influence the behaviour of others as if by magic. Derren Brown is perhaps one of the most popular. One of his tools is embedded commands and you will find out more about this in the world of NLP (neuro linguistic programming)
Here is an example from “51 Tools for Transforming your Training” by Kimberley Hare and Larry Reynolds, published by Gower. Notice how the words in bold are the commands and how powerful an invitation it is.
“You may be thinking to yourself: How can I get the best out of this event? Maybe I should take lots of notes; maybe I should ask lots of questions. Maybe I should just stay open to new ideas.”
And so, as if by magic, you are sending powerful suggestions to participants about what they ought to do.
10 The session end
The session ending ought to have the following ingredients:
• Summary of the main points
• Pointers to follow through resources
• Links to the next session if relevant
• Action planning time
• A return to the objectives
• An evaluation of the reactions
• A final thought and encouragement
• Maybe presentation of an artefact as a memory jogger to your learners.
I’d be less precious about the order and always look for different ways of doing each element. For example, who says that the facilitator should always summarise the main points?
11 Trainer qualities
|[pic] |Exercise your brain #20 |
| |(time estimate: 20 minutes) |
|Now that you are nearing the end of this module, let’s consider the trainer qualities and skills. I’ll start you off and you can go |
|ahead with your ideas: |
|Questioning |
|Active listening |
|Quality Feedback |
|Self awareness of own impact on others |
|Management of group dynamics |
|My ideas |
| |
|Once finished: |
|Reflect and consider what this list might mean for your next CPD Plan. |
12 Links and follow through
You may want to add the 51 Tools for Transforming your Training, Kimberley Hare and Larry Reynolds, Gower Publishing, to your next birthday list. Or treat yourself.
This is about more general suggestions, and what makes it interesting is the free on-screen e-book and its page turning. Go to this site and click read book 101 Affirmations and Positive Suggestions by Elizabeth Mahaney.
|Want to stretch yourself? |[pic] |
|Give the final trainer qualities document that you produce to trusted colleagues and ask them to assess | |
|you. Then you have more data on which to reflect and develop your ongoing CPD Plan. | |
Know how to review learning and development activities
1 Introduction
In this final unit chapter, you will cover reviewing learning and development activities. The approach is a light one as we have looked at assessment in a previous unit and we will explore evaluation in the next.
The two questions remain:
1. Did the L&D activities meet their objectives?
2. Did the business benefit?
2 Choosing an assessment
Remember, choosing an assessment method falls into these key questions:
• What are the learning objectives about: - skills, knowledge, attitudes?
• How formal does the customer need the assessment to be?
• How formal do we in L&D require it to be?
• What resources do I have, or can I get, to manage the assessment?
3 Learner reactions
In thinking about and creating a device to get effective learner reactions, you are probably thinking about the following areas:
|[pic] |Exercise your brain #21 |
| |(time estimate: 10 minutes) |
|Complete the missing spaces to form the answer to the areas you are most likely to want feedback on. |
|O __ __ __ __ __ __ __ __ __ __ n |
| |
|D __ __ __ __ __ __ y, |
| |
|C __ __ __ __ __ t, |
| |
|V __ __ __ e, |
| |
|S__ __ g __ __ __ __ d I m __ __ __ __ __ __ __ __ __ s |
| |
| |
|Once finished: |
|What other areas would you like to add and why? |
| |
1 Getting reaction feedback
To get reaction feedback you can use a reaction form, also known as a “Happy Sheet”. This comes with some risks. For example, how do you overcome the risk of your learners just being nice?
|[pic] |Exercise your brain #22 |
| |(time estimate: 40 minutes) |
|The reaction questionnaire |
|How can you overcome the risk of delegates just being nice, or safe, with their responses to your form? Suggest some ideas here. |
| |
|And now suggest up to four ideas to get learner reactions that do not involve a form or questionnaire. |
|1 | |
|2 | |
|3 | |
|4 | |
|Once you have done this, rate your ideas for accuracy of results and simplicity to manage. Scoring: |
|Very Accurate |3 |Very simple to manage |3 |
|Quite Accurate |2 |Quite simple to manage |2 |
|Not so accurate |1 |Not so simple to manage |1 |
| |
|Idea |Accuracy of results |Simplicity to manage |Total |
|1 | | | |
|2 | | | |
|3 | | | |
|4 | | | |
|Suggest an action for yourself resulting from this exercise. |
| |
4 Links and follow through
A quick guide to on-line surveys with clear connections to our reaction forms.
|Want to stretch yourself? |[pic] |
|Review these helpful tools. They are both free up to a point as well! | |
| | |
|Zoomerang | |
| | |
|Survey Monkey | |
Meeting CIPD criteria
|[pic] |Show you can |[pic] |
| |(time estimate 600 minutes) | |
|Using what you have explored in this unit and the rest of the programme, you will deliver this ‘Show you know’ activity as your Workshop|
|9 Skills Demonstration. You will receive an initial briefing at workshop four and have some time at each workshop after that to stock |
|take your progress. |
|You will receive a relevant topic from your facilitator. Then you will design, deliver, assess and evaluate a session of approximately |
|40 minutes, and then reflect on it. |
|During this activity you will show that you can |
|Create a robust Session Plan with a clear aim and training objectives |
|Manage a learning and development activity |
|Support learners through questioning and feedback |
|Use one formative and one summative assessment method |
|Summarise and conclude the learning and development activity |
|Assist learners to reflect on their learning and identify further needs |
|Create a relevant reaction evaluation device and administer it to collect reaction feedback from your session participants |
| |
|Your session will be observed using the Observation sheet that follows. |
|Afterwards |
|Within seven days of workshop 9 you will submit your Reflective Statement of 1500 words +/- 10%, in which you consider the effectiveness|
|of your session including: |
|How well your plan: |
|- addressed an identified need |
|- reflected principles of adult learning |
|- was based on availability of resources and |
|- made use of appropriate assessment methods. |
|How the structure and sequence of the activity helped learning |
|How you managed factors (at least two individual and two environmental) that could have impacted on learning |
|How you created a positive learning environment |
|Your presentation and short analysis of the reaction evaluation feedback you received from your learner participants |
|Your perceptions of the effectiveness of the activity |
|Based on your reflections, were you to run the session again, suggest at least two improvements that you would make to the session’s |
|design. |
|Note how you would go about agreeing the improvements from 7 with your key (minimum of two) stakeholders |
|Note at least two personal actions you will make to improve your future performance. |
|And submit your CPD Record from this experience (around 250 words) capturing a summary of your Reflective Statement and, in particular, |
|your actions. |
| |
|Plus, you will send off to your facilitator all of the materials used in running your session. This will likely include: |
|Session Plan |
|Any PowerPoint Slides |
|Handouts and activity briefs |
|Assessment materials (one summative and one formative) |
|Evaluation materials (two evaluation tools) |
|Peripherals |
|Anything else you used. |
|End |
| |
| |
|In completing this skills demonstration you will demonstrate numerous CLDP criteria for this Delivering L&D Activities unit and others. |
|See below for information only. |
|Tips |Practise beforehand. |
|CIPD learning outcomes and assessment criteria addressed in this activity. 3DLA F211B |
|Preparing L&D Activities |
|3. Know how to design learning and development activities |
|3.1 Write aims and learning outcomes that reflect identified learning needs |
|3.2 Select and justify learning content and methods to meet different learning outcomes and learning styles |
|3.3 Develop learning resources to meet identified learning outcomes |
|3.4Select and justify methods for assessing that identified learning outcomes have been met |
|3.5Select methods for evaluating learning and development activity |
|Delivering L&D Activities |
|1. Be able to create an environment conducive to learning |
|1.1 Explain the individual and environmental factors that impact positively or negatively on learning |
|2.2 Create a positive learning environment |
|2. Be able to plan and deliver learning and development programme activity to individuals and groups. |
|2.1 Write a plan with clear aims and learning outcomes based on: |
|- identified need |
|- principles of adult learning |
|- resource availability |
|- appropriate assessment methods. |
|2.2 Structure, sequence and manage a learning and development activity. |
|2.3 Support learners through questioning and feedback. |
|2.4 Demonstrate good practice in assessing learning using formative and summative methods as appropriate. |
|2.5 Summarise and conclude learning and development activity. |
|2.5 Assist learners to reflect on their learning and identify further development needs. |
|3. Know how to review learning and development activities |
|3.1 Seek and analyse participant feedback. |
|3.2 Reflect on and evaluate effectiveness of own inputs. |
|3.3 Make recommendations for future improvement. |
|Evaluating L&D Activities |
|3. Be able to design and use tools for evaluating learning and development activities. |
|3.1 Design tools to evaluate a learning and development activity |
|3.2 Administer tools for evaluating learning and development activities and demonstrate their use |
|4. Be able to develop an action plan following evaluation of a learning and development activity. |
|4.1 Analyse the results of an evaluation of a learning and development activity, making informed suggestions for improvement |
|4.2 Develop an action plan for making improvement that is agreed by relevant stakeholders |
|Recording, Analysing and Using L&D Information |
|2. Be able to analyse L&D information and present findings to inform decision-making. |
|3.1 Analyse and interpret L&D data. |
|3.2 Present findings in a clear, concise and meaningful manner to inform decision-making within an organisation. |
Skills’ Demonstration Materials
1. Session Plan
‘Show you know’ helper
|The session plan from page six could be a good start for you. |
My ‘Show you can’ response
|1 |Session Plan | |
|Preparing L&D Activities |
|3. Know how to design learning and development activities |
|3.1 Write aims and learning outcomes that reflect identified learning need |
|Delivering L&D Activities |
|2. Be able to plan and deliver learning and development programme activity to individuals and groups. |
|2.1 Write a plan with clear aims and learning outcomes based on: |
|- identified need |
|- principles of adult learning |
|- resource availability |
|- appropriate assessment methods. |
|2.2 Structure, sequence and manage a learning and development activity. |
|2.4 Demonstrate good practice in assessing learning using formative and summative methods as appropriate. |
|Before sending to your facilitator . . . |
|Make sure that your plan that clearly identifies the aims and learning outcomes and has at least: |
| |Three learning outcomes in your session plan. |
| |Three learning methods. |
| |Two assessment methods - one formative (such as an informal question and answers) and one summative like an individual |
| |assessment, game, etc. |
| |One reaction evaluation device. |
| |One way for learners to reflect on their learning, action plan and have identified further development needs. |
2. Session Materials and Delivery
My ‘Show you can’ responses
|1 |Handouts | |
|2 |Activity materials | |
|3 |PowerPoint if used | |
|4 |Peripherals | |
|5 |A4 versions or pictures of your flipcharts | |
|6 |My materials to help learners reflect on their learning and | |
| |action plan from the session including further development | |
| |needs | |
|7 |Any other materials that you created for your session’s | |
| |delivery | |
|8 |My completed observation form I received at workshop 9 | |
|Preparing L&D Activities |
|3. Know how to design learning and development activities |
|3.3 Develop learning resources to meet identified learning outcomes |
|Delivering L&D Activities |
|1. Be able to create an environment conducive to learning |
|2.2 Create a positive learning environment |
|2. Be able to plan and deliver learning and development programme activity to individuals and groups. |
|2.2 Structure, sequence and manage a learning and development activity. |
|2.3 Support learners through questioning and feedback. |
|2.4 Demonstrate good practice in assessing learning using formative and summative methods as appropriate. |
|2.5 Summarise and conclude learning and development activity. |
|2.5 Assist learners to reflect on their learning and identify further development needs. |
|3. Know how to review learning and development activities |
|3.1 Seek and analyse participant feedback. |
|Evaluating L&D Activities |
|3. Be able to design and use tools for evaluating learning and development activities. |
|3.2 Administer tools for evaluating learning and development activities and demonstrate their use |
|Before sending to your facilitator . . . |
|Make sure that as a minimum you have at least: |
| |Two examples of learning resources or materials developed by you for use in your session |
| |Inserted a completed Observation Sheet on your workshop 9 delivery |
3. Session Assessment and Evaluation materials
My ‘Show you can’ responses
|1 |Formative assessment materials | |
|2 |Reaction evaluation device covering Kirkpatrick’s level one | |
| |evaluation | |
|3 |Summative Assessment materials covering Kirkpatrick’s level | |
| |two of evaluation | |
|4 |Any other materials used to assess and evaluate my session. | |
|Preparing L&D Activities |
|3. Know how to design learning and development activities |
|3.5Select methods for evaluating learning and development activity |
|Delivering L&D Activities |
|2. Be able to plan and deliver learning and development programme activity to individuals and groups. |
|2.3 Support learners through questioning and feedback. |
|2.4 Demonstrate good practice in assessing learning using formative and summative methods as appropriate. |
|2.5 Assist learners to reflect on their learning and identify further development needs. |
|Evaluating L&D Activities |
|3. Be able to design and use tools for evaluating learning and development activities. |
|3.1 Design tools to evaluate a learning and development activity |
|Before sending to your facilitator . . . |
|Make sure that you have designed at least two different evaluation tools such as: |
| |Kirkpatrick level one: Reaction device |
| |Kirkpatrick level two: Evaluation assessment activity |
4. Reflective statement (including reaction results analysis)
‘Show you know’ helper
|[pic] |
My ‘Show you know’ response
|1 |Completed Reflective Statement | |
|2 |CPD Record clearly showing my entry for the whole skills’ | |
| |demonstration process. | |
|Delivering L&D Activities |
|1. Be able to create an environment conducive to learning |
|1.1 Explain the individual and environmental factors that impact positively or negatively on learning |
|2.2 Create a positive learning environment |
|2. Be able to plan and deliver learning and development programme activity to individuals and groups. |
|2.1 Write a plan with clear aims and learning outcomes based on: |
|- identified need |
|- principles of adult learning |
|- resource availability |
|- appropriate assessment methods. |
|3. Know how to review learning and development activities |
|3.1 Seek and analyse participant feedback. |
|3.2 Reflect on and evaluate effectiveness of own inputs. |
|3.3 Make recommendations for future improvement. |
|Evaluating L&D Activities |
|4. Be able to develop an action plan following evaluation of a learning and development activity. |
|4.1 Analyse the results of an evaluation of a learning and development activity, making informed suggestions for improvement |
|4.2 Develop an action plan for making improvement that is agreed by relevant stakeholders |
|Recording, Analysing and Using L&D Information |
|2. Be able to analyse L&D information and present findings to inform decision-making. |
|3.1 Analyse and interpret L&D data. |
|3.2 Present findings in a clear, concise and meaningful manner to inform decision-making within an organisation. |
Final Check
|Before sending to your facilitator . . . |
|Have you been through each part of this skills demonstration materials Chapter and to make sure you have attended to each part? |
| |Completed your Reflective Statement? |
| |Inserted all the documentation that supports your session? |
| |Updated your CPD Record? |
Once you can tick off this list, either mentally or by inserting a tick, then you have completed this activity.
Unit reflections
Congratulations! Now that you have completed the unit, what are your reflections?
Think about the content that you have explored: what was confirmed, new and caused you to think?
And for your participant pack exercises and ‘Show you know’ activities: what are you happy about? What would you do differently next time? What did you learn, perhaps technically, about yourself and maybe, for example, your time management?
Now go and do your CPD entry in your CPD Record for this unit.
Facilitator feedback
|Participant name | |
|Submission date | |
Participant pack and exercises
|Sampling |Was this Participant Pack reviewed as part of internal sampling? Y/N | |
|Facilitator feedback |
|Overall |Not enough to allow me to confirm completion. | |
| |Effective interaction with unit’s content showing your knowledge at the programme’s level. | |
| |Meets and exceeds the programme level in your responses to the materials. | |
|Highlight(s) to note |
| |
|Developmental comment(s) |
| |
Show you know feedback
|Learning Outcome |Assessment criteria |Met? |
| | |Y/N |
|Preparing and Designing L&D Activities |
|3. Know how to design learning and |3.1 Write aims and learning outcomes that reflect identified learning needs. | |
|development activities. | | |
| |3.2 Select and justify learning content and methods to meet different learning | |
| |outcomes and learning styles. | |
| |3.3 Develop learning resources to meet identified learning outcomes. | |
| |3.4 Select and justify methods for assessing that identified learning outcomes have | |
| |been met. | |
| |3.5 Select methods for evaluating learning and development activity. | |
|Delivering L&D Activities |
|1. Be able to create an environment |1.1 Explain the individual and environmental factors that impact positively or | |
|conducive to learning. |negatively on learning. | |
| |1.2 Create a positive learning environment | |
|2. Be able to plan and deliver learning|2.1 Write a plan with clear aims and learning outcomes based on: | |
|and development programme activity to |- identified need | |
|individuals and groups. |- principles of adult learning | |
| |- resource availability | |
| |- appropriate assessment methods. | |
| |2.2 Structure, sequence and manage a learning and development activity. | |
| |2.3 Support learners through questioning and feedback. | |
| |2.4 Demonstrate good practice in assessing learning using formative and summative | |
| |methods as appropriate. | |
| |2.5 Summarise and conclude learning and development activity. | |
| |2.6 Assist learners to reflect on their learning and identifying further development | |
| |needs. | |
|3. Know how to review learning and |3.1 Seek and analyse participant feedback | |
|development activities. | | |
| |3.2 Reflect on and evaluate effectiveness of own inputs | |
| |3.3 Make recommendations for future improvement. | |
|Evaluating L&D |
|3. Be able to design and use tools for |3.1 Design tools to evaluate a learning and development activity. | |
|evaluating learning and development | | |
|activities | | |
| |3.2 Administer tools for evaluating learning and development activities and | |
| |demonstrate their use. | |
|4. Be able to develop an action plan |4.1 Analyse the results of an evaluation of a learning and development activity, | |
|following evaluation of a learning and |making informed suggestions for improvement. | |
|development activity | | |
| |4.2 Develop an action plan for making improvement that is agreed by relevant | |
| |stakeholders | |
|Recording, Analysing and using L&D Information |
|3. Be able to analyse L&D information |3.1 Analyse and interpret HR data. | |
|and present findings to inform | | |
|decision-making | | |
| |3.2 Present findings in a clear, concise and meaningful manner to inform | |
| |decision-making within an organisation | |
|Overall facilitator feedback: |
|Session plan and objectives |
| |
|Session Materials |
| |
|Session Delivery: See Facilitator Observation sheet that follows |
| |
|Assessment and Evaluation devices |
| |
|Reflective Statement |
| |
Training Delivery Observation: Facilitator Comments
|Topic | | |
|Content |Tick |Comments |
|Environment | |
|Made use of the space | | |
|All materials easily to hand | | |
|Helped learning (within room limitations) | | |
|No need to cover domestics | | |
|Opening | |
|Aroused interest and motivation | | |
|PCS objectives stated | | |
|Topic put in context | | |
|Outlined the session (agenda) | | |
|Checked existing knowledge/skill | | |
|Rules/roles explained | | |
|Learners at ease | | |
|Design in action | |
|Logical structure | | |
|Manageable chunks | | |
|Support materials visually appealing | | |
|Ball in “learners court” 70:30 | | |
|Delivery | |
|Enthusiasm for the topic | | |
|Confident delivery | | |
|Vivid language | | |
|Avoided jargon | | |
|Avoided business speak | | |
|Delivery | |
|Key learning points reinforced | | |
|Checked understanding | | |
|Gave encouragement | | |
|Gave feedback in line with effective practice | | |
|Had learners evaluate their own performance | | |
|Show you know | |
|Interesting | | |
|Engaging | | |
|Simple rules | | |
|Reliable (accurate results over time and trainer) | | |
|Valid (measure what they are supposed to e.g. | | |
|covered all the objectives) | | |
|Fair (free from bias) | | |
|Feedback to group afterwards | | |
|Evaluation | |
|Engaging | | |
|Overcomes risk of participants being nice | | |
|Closing | |
|Key points summarised | | |
|Returned to the objectives | | |
|Highlighted follow up resources | | |
|Artefact/memory jogger provided | | |
|Concluded in a positive way | | |
Final delivery thought from the facilitator:
|Assessor name: |Decision on meeting CIPD criteria |
|Signature: | |
|Date: | |
| | |
| |Meets/ Not yet Meets |
|Internal verifier name: |Decision on meeting CIPD Criteria |
|Signature: | |
| | |
| | |
|Date: | |
| | |
| |Meets/ Not yet Meets |
|Action taken following IV sampling (specify) |
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