The Action Learning Toolkit

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "The Action Learning Toolkit"

Transcription

1 1. Introduction This document has been produced to act as a background resource both for those participating in action learning and for the facilitators of the action learning process. Read in conjunction with the paper by Beaty, Bourner and Frost, (1993) will, we believe, provide a comprehensive understanding of the process and its application. 2. What is Action Learning? To answer this question it is helpful to refer to the first person who used the term action learning, Reg Revans. In discussing the origins of action learning Reg Revans (now in his 90s) has sometimes reflected on his formative experience as a physicist at Cambridge University. For example, speaking at the Annual Conference of the International Foundation for Action Learning, the main theme of his talk was knowledge and reality. He said that in 1928 he had worked with eight Nobel prize winners at Cambridge s Cavendish Laboratory. Every Wednesday they met together to discuss their experiments. They didn t meet to convince each other how clever they were, but to see if we can understand our own difficulties. In other words, these eminent scientists came together to speak not of their triumphs but to discuss the problems they were encountering in their work, in order to learn from one another. This is the essence of action learning: a group of peers, each seeking to bring about some change in the world, who meet regularly to discuss where they are each experiencing difficulty and then testing in action the ideas arising from that discussion. Action learning is usually practised through action learning groups. The group consists of 4 to 7 people, each working on a separate project, who meet regularly to discuss the problems they re each encountering with the object being to learn with and from each other as the Cambridge physicists did. At each meeting the time is usually split equally so that everybody can focus on the issues of each person in turn. It is important to note that (1) there is a clear structure to the set meetings, and (2) that the group meetings are only part of the process. The other part is the testing out of the ideas in action, which happens in the time between the group meetings. The group helps each individual in turn to reflect on the outcomes of their recent actions and develop ideas for overcoming obstacles to further progress. 2.1 Action Learning Some Underpinning Propositions Management learning and development is about developing the ability to get something done rather than developing the ability to talk about getting something done. It is about moving from diagnosis and analysis to experimentation, action and implementation. Two basic components of learning are P and Q where: a. P is propositional knowledge, already set out in books or known to expert authorities, and b. Q is questioning insight, the capacity to identify illuminating questions and fresh lines of enquiry. Lasting behavioural change is more likely to follow the reinterpretation of past experience than the acquisition of fresh knowledge (i.e. from Q rather than from more P). In a context of rapid change today s problems tend to be different to yesterday s problems. P, propositional knowledge, is the product of solving yesterday s problems. As the rate of change rises, the value of Q in learning rises relative to the value of P. In order to learn from experience it is necessary to make the time to reflect on that experience, and we get more learning from that experience when we make even more time to reflect. :

2 There is much that we can learn with and from other people that we cannot learn alone. We can learn from other people when they ask us questions that are different from the ones that we ask ourselves. To learn we all benefit from feedback. Feedback can come from the consequences of our actions as well as from the responses from other people. The desire to learn is stimulated by the need to deal with real problems or engage with real opportunities. In general we are more likely to succeed in actions requiring considered risks if we have discussed the action with others and have the support of others during the implementation process. Learning requires both action and action informed by reflection. In essence action learning is about experimenting with the application of existing and new ideas in a safe yet challenging environment. 2.2 Values Underpinning Action Learning The ultimate purpose of learning is to make a difference. Learning is on-going throughout life. AL is about learning from action and action informed by learning. Responsibility and pro-activity are key to its success. Support and challenge of peers is an essential element of the process. 3. Conditions for Effective Participation in Action Learning The following extract from De Vries (2002) provides a helpful list of conditions which can ensure that the process of participating in an action learning group is a fulfilling and ultimately beneficial process (for all parties). It is based on the criteria which De Vries uses to select individuals who participate in an extensive leadership development programme at INSEAD, a well known international business school based in France. The requirements he identifies are also those associated with the capacity for self-discovery and change. The primary pre-condition for change that he identified is a willingness to change plus a strong sense of motivation. To assess these he uses the following list of questions. Level of motivation. Are potential participants prepared to take a hard look at themselves? Are they willing to do serious work, or are they looking for a quick fix a magic pill that will take care of all their problems? Capacity to be open and responsive. Are potential participants not only willing but also able to open up to others? Can they establish relationships without years of groundwork? Interpersonal connectedness. Are potential participants willing and able to engage in meaningful emotional interaction? Emotional management skills. Can potential participants tolerate the anxiety that comes with putting themselves in a vulnerable position? Degree of psychological mindedness. Are potential participants curious about their inner life? Would they like to learn more about themselves? Would they like to understand better why they behave the way they do? Capacity for introspection. Do potential participants have the ability to reflect on experience and learn from links to the past? Responses to observations of others. Are potential participants receptive to interpretation of their actions and attitudes of others, or do they become defensive? Do they generally understand what other people are trying to tell them? Flexibility. Do potential participants react constructively and appropriately to interventions? Or do they seek refuge in indirect defensive behaviours? The extent to which you are able to engage at these levels will determine the quality and quantity of learning you can expect to achieve. Also, the process of engagement will stimulate the development of these skills and attributes, which many would argue, are central characteristics of effective leadership. :

3 4. Ground Rules To create an appropriate level of security and support within an action learning group it is important to establish at the beginning of the process a set of ground rules i.e. a set of behavioural norms which will guide the working of the group. The following is a typical set of ground rules. However, it is important to discuss the issue within the group to both adapt and add to this list. 1. Confidentiality All members (including the facilitators) will consider the content of discussions, which take place within the action learning group as confidential. This will also extend to discussions involving any third parties mentioned during the meetings. No disclosure of the identify of individuals or Institutions mentioned during the Action Learning Groups will be made to other Groups or other parties (unless express permission has been given) 2. Structure of Meeting In structuring the action learning session each member will normally be allocated the same time for their work unless otherwise negotiated. Typically members tend to use one-third of the time to outline the issue and the remainder for discussion. 3. Approach Members will seek to be sensitive to others approaches to problem solving and should seek to assist the individual to resolve the dilemma/deal with the problem, rather than advise on a solution (unless invited to do so by the person outlining the issue under discussion). When presenting, members will respect the right of the person outlining the issue to limit their level of disclosure. Participants will actively contribute to the meetings and will allow each person in the group to contribute. The overall tone of each meeting/discussions should aim to be open and supportive. 4. Logistics Each group will decide on an appropriate level of note taking to record specific actions arising from each session. 5. Other issues.. 5. Project Work and the Action Learning Process Individual and group projects are often used as vehicles for the action and reflection processes that is at the heart of action learning. The following provides some guidance about the selection of suitable projects. 5.1 The Context for the project The purpose of the project is to allow participants to use real managerial issues, problems and challenges as an opportunity for learning and development. This learning will be supported by the action learning process. The project/action learning element of the programme is one strand or stream of the wider programme. However, as individuals learn as whole people, the different strands cannot be mutually exclusive. The :

4 project/action learning experience should therefore also provide an opportunity to bring together and draw upon whatever elements of the programme best suit individual learning goals. 5.2 Selecting a Project The following questions are offered to assist in identifying a project of a suitable level and size for the programme. The chosen project should significantly contribute to achievement of each of the criteria suggested, even though, for example, individuals may not choose to present any formal conclusions. To what extent will this project: Lead to personal learning and professional development? (Particularly in relation to the personal development goals identified for this programme). Be substantive and stretching i.e. not something to which the answer is more or less already known? Bring about some desirable change in the organisation, or more widely. Involve action in bringing about change. Be of value to the institution and/or the sector more widely? Focus on a significant strategic theme AND be capable of completion (or at least capable of some clear outcomes/milestones) within the timeframe for the programme? Be capable of presentation internally within the institution or more widely? 5.3 Outcomes from the process are likely to include evidence of: Identifiable learning at a personal and professional level (as evidenced by each participant and action learning group) A report, policy, process, strategy or product which is of value to the institution or the sector (as evidenced by feedback from the institution or the sector). 5.4 When presenting projects within the action learning group, the following questions may be helpful: 1. What is the project, including its scale and scope? 2. Why is this project important to you/the institution? 3. What is the relationship between the way things are now and how you would like/need them to be? 4. How will you know when you are being successful? 5. What do you see as the biggest obstacle to a successful outcome? 6. What do you want from your action learning group? 7. Why is this important? :

5 6. Structuring Action Learning Group Meetings Each meeting of an action learning group is a unique experience. To help provide some focus to the process it can be useful to provide a framework to help each member of the group gain from the process. 6.1 Initial Meeting The first meeting of an action learning group normally focuses on the agreement of a series of ground rules and the opportunity to understand the background and experience which each member brings to the group. Depending on time constraints it may also lead to a discussion of the type of project which will be used as the key vehicle for learning. 6.2 Subsequent Meetings As the process evolves a different format is necessary. The following framework, adapted from McGill and Beaty (2001), is a suggested approach to guide the way in which each member and the group might present and reflect on progress. Looking back What actions did you take following the last meeting? Did you do what you planned? If not why? What might be the blockage? What are your reflections on the actions and their effectiveness? If your actions were successful why? If your actions were not successful why? What could you have done differently? How did you/do you feel about the outcomes? Looking forward - Planning What do you want from the Group on this occasion? Looking forward - Actions What actions do you plan to take before the next meeting? Reflections on learning What have you learnt about your project? What have you learnt about your organisation? What have you learnt about your colleagues? What have you learnt about yourself? What have you learnt about leadership and management in your time in the Group meeting? What have other members of the Group learnt about leadership and management from the Group meeting discussions? Reflections on process What could we do to make the operation of the Group more effective? :

6 Reflections on norms and dynamics What might you find it hard to talk about in the Group? What might we be avoiding discussing in the Group? Why? 6.3 Suggested Framework for Set Members to Report Back The following questions may help in preparing a report-back to the action learning group on the progress made since the last meeting. What I planned to do How I went about it What took place Outcomes: what happened Was it what I anticipated? If yes, what went well If not, what could have been done/said differently My reflections on it: What was I thinking What was I feeling Did I do/say what I d planned? If not, what was stopping me? What have I learnt/observed? What do I want to focus on next time/in the future? Thoughts on how my learning is occurring 7. Developing a Learning Contract A learning contract can be a useful device for making the action learning process concrete and progressive. It also provides a means of monitoring and evaluating the changes made over the duration of the programme (in terms of personal and professional development and task achievement). The following is an outline of what a contract might include; it can be amended to suit individuals and their particular circumstances. The idea is that this contract would be agreed with colleagues in the action learning group and with the facilitator. 7.1 Preliminary Questions: First Meeting Where have I been? What has been my experience to date? Where am I now? Where do I want to be? 7.2 Outline Learning Contract Title of project Brief description of scale and scope. Time-scale for the project :

7 Anticipated outcomes of the project.. Particular milestones Learning outcomes anticipated from undertaking the project.. Wider learning needs identified for the Programme.. Wider learning outcomes anticipated Statement of intent (eg : By..I would like to have learned the following..experienced the following.. gained the following.tested new and different ways of working/relating to others and to have achieved..) How will I know when I ve achieved the proposed learning objectives? Nature of assistance that is sought from others in the Group 8. Questioning The process of action learning is highly dependent on the capacity of participants to help others gain insight by effective questioning. The following are some examples of useful questions for both problem solving and learning from experience. These questions are designed to help the learner understand their situation better. They differ from typical questions we might use with others in everyday conversations for work (or life) based problem solving. Those questions are usually framed to help the questioner understand better the situation so that they can provide a solution. Action Learning is about helping the learner find their own solution. Only when requested would a set member offer their solutions or ideas on the problem. This is what we mean by the 'discipline of action learning'. 8.1 Questions for problem solving What would make the situation better? What do you want? What else? How do you feel about the situation? What is most important to you in this situation? How do you want to feel about this situation? What assumptions are you making about the situation? What assumptions are you making about someone else in this situation? What could be the cost to you of not solving this problem? What does your response to this situation tell you about yourself? How do you know this? What could you do differently? :

8 Where could get help to improve this situation? What is positive about the situation? What is the most radical thing you could do? What is the simplest thing you could do? What don't you know about the situation? What is the relationship between how things are now & how you want them to be? What about this situation would you most like to change? What would you like someone else to do differently? How does this situation affect you personally? Can you explain that further? If you get what you want what will this achieve for you? What do you need to do first? What is stopping you? What do you want instead? What will happen if you are not successful in getting what you want? Why do you believe what you want is reasonable? Why do you believe what you want has value? Why are you the best person to be doing what you are thinking of doing? What about this situation causes you most anxiety or distress? If you are successful how will you feel? 8.2 Questions to prompt learning from experience What would have made this better? What did you want? What else? How did you feel about the situation? What from this experience do you most appreciate about yourself'? How do you feel about this situation now? What result did you want? :

9 What could you learn about yourself from this experience? How do you know this? What could you do differently next time? What do you remember thinking but not saying? What did you feel but not reveal? What is the most radical thing you could have done? What is the easiest thing you could have done? What don't you know about the situation? What can this experience tell you about how you 'see' the world? What could you definitely not have done? What might you have invented or imagined about the situation? What surprised you about the situation? What surprises you about it now? What else? 9. Interim Reviews As an action learning group evolves it can be helpful to conduct some form of ongoing review of the effectiveness of the process for individuals and for the group as a whole (see section 6). It can also often be helpful to conduct some form of self and group assessment and the framework in Appendix A may prove to be of value. 10. Final Review To provide a basis for the closure of an action learning group, it is often helpful to spend some time consolidating the learning which has taken place during the process. The following questions may be useful in conducting such a review. What impact has action learning had on your project? What have you gained from the process? What do you still require? What (if anything) has been a surprise? How have you changed during the process? How have your personal and career aspirations changed? What areas of development have you identified to work on over the next year? References: De Vries MFR. Can CEOs Change Yes, But Only If They Want To. INSEAD Working Paper 2002/36/ENT. 60pp. McGill I and Beaty L Action Learning. 262p. Kogan Page. :

10 : Top Management Programme 31

11 : Top Management Programme 31

Camden Leadership Behaviours

Camden Leadership Behaviours Camden Leadership Behaviours Camden Leadership Behaviours Introduction from the Chief Executive Tackling the longstanding social issues which our Camden plan commits us to will require a fresh, collective

More information

Example Interview Questions

Example Interview Questions Example Interview Questions This appendix contains sample interview questions which you may find helpful when preparing your interview questions. The questions you ask candidates should be tailored to

More information

Suite Overview...2. Glossary...8. Functional Map.11. List of Standards..15. Youth Work Standards 16. Signposting to other Standards...

Suite Overview...2. Glossary...8. Functional Map.11. List of Standards..15. Youth Work Standards 16. Signposting to other Standards... LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15

More information

Shell Mentoring Toolkit

Shell Mentoring Toolkit Shell Mentoring Toolkit A reference document for mentors and mentees Human Resources LEARNING 25/07/2007 Copyright: Shell International Ltd 2006 CONTENTS What is Mentoring? 4 The Mentor s Role The Role

More information

Director General s C l a s s r o o m F i r s t s t r a t e G y

Director General s C l a s s r o o m F i r s t s t r a t e G y Director General s C l a s s r o o m F i r s t S t r a t e g y Director General s Classroom First strategy Our goal is a strong public school system a public school system that earns the respect of the

More information

Mentoring Program Objectives Outcomes Mentee Benefits Mentor Benefits

Mentoring Program Objectives Outcomes Mentee Benefits Mentor Benefits Mentoring Program Objectives - Facilitate networks and relationships between the experienced business leaders of today and the motivated and visionary minds of tomorrow. - Encourage growth and learning

More information

Identify questions to answer and problems to resolve 2.1; 3.1

Identify questions to answer and problems to resolve 2.1; 3.1 : mandatory competence units mapped to Personal Learning and Thinking Skills This map accompanies the PLTS Guide for practitioners which can be downloaded from www.skillscfa.org The guide includes: an

More information

National Occupational Standards. National Occupational Standards for Youth Work

National Occupational Standards. National Occupational Standards for Youth Work National Occupational Standards National Occupational Standards for Youth Work Contents Introduction 5 Section 1 S1.1.1 Enable young people to use their learning to enhance their future development 6 S1.1.2

More information

A key mechanism of this narrative feedback approach is to gather feedback from other significant people in the organisation.

A key mechanism of this narrative feedback approach is to gather feedback from other significant people in the organisation. Executive Director & Chief Executive Reflective Appraisal Process & Documentation 1 1. Introduction The use of a reflective appraisal system for Trust Board Directors is good practice and supports the

More information

Identify questions to answer and problems to resolve

Identify questions to answer and problems to resolve Level 3 Business & Administration mandatory knowledge units mapped to Personal Learning and Thinking Skills This map accompanies the PLTS Guide for practitioners which can be downloaded from www.cfa.uk.com

More information

Behaviourally Based Questions

Behaviourally Based Questions Behaviourally Based Questions Index 1 HOW TO WRITE BEHAVIOURALLY BASED QUESTIONS Page 2 2 SAMPLE BEHAVIOURAL QUESTIONS Page 3 3 SAMPLE BEHAVIOURALLY BASED QUESTIONS FROM RIGHT JOB, RIGHT PERSON! CAPABILITY

More information

Personal Learning and Thinking Skills

Personal Learning and Thinking Skills Personal Learning and Thinking Skills Guidance on delivering Personal Learning and Thinking Skills within Pan Sector Apprenticeship Frameworks Independent enquirers Creative thinkers Reflective learners

More information

The Needs and Strengths Assessment. Step 2. Social workers

The Needs and Strengths Assessment. Step 2. Social workers Step 2 The Needs and Strengths Assessment WL 12249 Child, Youth and Family: a service line of Ministry of Social Development August 2006 Document your actions and close the case Onward referral to another

More information

The Careers Service. Profiling for Success Assessments - Introduction

The Careers Service. Profiling for Success Assessments - Introduction The Careers Service. Handout Profiling for Success Assessments - Introduction Profiling for Success comprises three practise aptitude tests (abstract, numerical and verbal reasoning), and two personality

More information

360 feedback. Manager. Development Report. Sample Example. name: email: date: sample@example.com

360 feedback. Manager. Development Report. Sample Example. name: email: date: sample@example.com 60 feedback Manager Development Report name: email: date: Sample Example sample@example.com 9 January 200 Introduction 60 feedback enables you to get a clear view of how others perceive the way you work.

More information

Wellington Kindergartens Induction and Mentoring Teacher Registration Kit 2013

Wellington Kindergartens Induction and Mentoring Teacher Registration Kit 2013 Wellington Kindergartens Induction and Mentoring Teacher Registration Kit 2013 S:\2009 System\Human Resources\Registration\aa Teacher Registration kit\2013 Final Registration Kit Feb 2013.docx Contents

More information

Management and Business Consultancy. National Occupational Standards October 2009

Management and Business Consultancy. National Occupational Standards October 2009 Management and Business Consultancy National Occupational Standards October 2009 Skills CFA 6 Graphite Square, Vauxhall Walk, London SE11 5EE T: 0207 0919620 F: 0207 0917340 Info@skillscfa.org www.skillscfa.org

More information

Sample interview question list

Sample interview question list Sample interview question list Category A Introductory questions 1. Tell me about yourself. 2. Why would you like to work for this organisation? 3. So what attracts you to this particular opportunity?

More information

MRS Mentoring Scheme

MRS Mentoring Scheme MRS Mentoring Scheme Mentor Handbook Effective from 2016 www.mrs.org.uk/mentoring With members in more than 50 countries, MRS is the world s leading authority on research and business intelligence. MRS

More information

NESSE Network of Early-career Scientists & Engineers Mentorship Program Tips

NESSE Network of Early-career Scientists & Engineers Mentorship Program Tips The key goal of the NESSE mentorship program is to connect early-career scientists and engineers interested in the field of green science and sustainability with peers or professionals worldwide for support

More information

Postgraduate Research Training Portfolio

Postgraduate Research Training Portfolio Postgraduate Research Training Portfolio (For Research Degrees including PhD, MPhil, MD, DDS) An Electronic version of this Portfolio can be found at; http://pf-postgrad.ncl.ac.uk/eportfolio RTP Sept 2006

More information

Interview Guide Chris Park

Interview Guide Chris Park Interview Guide Chris Park Work Strengths Generated on: 15-Jan-2013 Page 2 2011 Saville Consulting. All rights reserved. Contents Introduction to Interview Guide...3 Interview Scores Summary...4... 5 Interview

More information

Organisational Development Strategy 2008-2011

Organisational Development Strategy 2008-2011 Organisational Development Strategy 2008-2011 From fair to good Through the development of people skills to drive COMMUNICATION PARTNERSHIP LEADERSHIP CULTURE CHANGE PEOPLE PERFORMANCE - 26 - Agenda Item

More information

PERFORMANCE MANAGEMENT POLICY

PERFORMANCE MANAGEMENT POLICY PERFORMANCE MANAGEMENT POLICY Updated July 2010 2007 1 CONTENTS Page 1 Purpose 3 2 Scope of the policy 3 Policy Framework 4 Roles and Responsibilities 5 Introduction to performance management in HelpAge

More information

Performance and Development. toolkit for teachers overview. Performance and Development. Reflection and goal setting

Performance and Development. toolkit for teachers overview. Performance and Development. Reflection and goal setting Performance and Development toolkit for teachers overview Reflection and reflection and review Performance and Development Reflection and Resources > Getting started survey How do I perceive performance

More information

AdvanceVT Leadership Development Programs Final Assessment November 2010

AdvanceVT Leadership Development Programs Final Assessment November 2010 AdvanceVT Leadership Development Programs Final Assessment November 2010 Each academic year from 2004-05 through 2007-08, AdvanceVT offered faculty women opportunities to develop leadership skills and

More information

PERSONAL AND CAREER DEVELOPMENT PLANNING GUIDANCE NOTES

PERSONAL AND CAREER DEVELOPMENT PLANNING GUIDANCE NOTES PERSONAL AND CAREER DEVELOPMENT PLANNING GUIDANCE NOTES When your passions and talents coincide with the needs of the world, that is your vocation. Aristotle kos/rev.4/02-11-06 1 Table of Contents Section

More information

Personal, Learning & Thinking Skills

Personal, Learning & Thinking Skills Personal, Learning & Thinking Skills Guidance for Young Apprenticeship in Business & Administration Value of Personal, Learning and Thinking Skills (PLTS) The Council for Administration (CfA) has identified

More information

Business and Administration NVQ L2 Certificate mandatory unit content. Independent Enquiry

Business and Administration NVQ L2 Certificate mandatory unit content. Independent Enquiry This map accompanies the PLTS Guide for practitioners which can be downloaded from www.cfa.uk.com The guide includes: an explanation about the importance of PLTS general principles for delivery where there

More information

Job Description: Assistant Principal (AP) Pastoral and External Services

Job Description: Assistant Principal (AP) Pastoral and External Services Job Description: Assistant Principal (AP) Pastoral and External Services Introduction to the post This is an incredibly important role to the NSETC. We deeply believe that if students are going to be successful

More information

To be used in conjunction with the Invitation to Tender for Consultancy template.

To be used in conjunction with the Invitation to Tender for Consultancy template. GUIDANCE NOTE Tendering for, choosing and managing a consultant Using this guidance This information is not intended to be prescriptive, but for guidance only. Appointing consultants for relatively small

More information

Special Educational Needs Policy including other Vulnerable Groups

Special Educational Needs Policy including other Vulnerable Groups Special Educational Needs Policy including other Vulnerable Groups The Education Act 1996 says that a child has special educational needs (SEN) if they have a learning difficulty which calls for special

More information

Middlesbrough Manager Competency Framework. Behaviours Business Skills Middlesbrough Manager

Middlesbrough Manager Competency Framework. Behaviours Business Skills Middlesbrough Manager Middlesbrough Manager Competency Framework + = Behaviours Business Skills Middlesbrough Manager Middlesbrough Manager Competency Framework Background Middlesbrough Council is going through significant

More information

Attribute 1: COMMUNICATION

Attribute 1: COMMUNICATION The positive are intended for use as a guide only and are not exhaustive. Not ALL will be applicable to ALL roles within a grade and in some cases may be appropriate to a Attribute 1: COMMUNICATION Level

More information

The Code of Good Impact Practice. June 2013

The Code of Good Impact Practice. June 2013 The Code of Good Impact Practice June 2013 Inspiring Impact The Code of Good Impact Practice has been developed through a sector-wide public consultation and the input of a working group of 17 organisations

More information

Contact Centre Operations NVQ L2 Certificate mandatory unit content. Independent Enquiry

Contact Centre Operations NVQ L2 Certificate mandatory unit content. Independent Enquiry This map accompanies the PLTS Guide for practitioners which can be downloaded from www.cfa.uk.com The guide includes: an explanation about the importance of PLTS general principles for delivery where there

More information

Personal Development Planning

Personal Development Planning The Personal Development Planning Cycle This Learning and CPD sheet is designed to pull together into a framework many of the activities that have already been published. It should also help anyone planning

More information

Compilation of Job Interview Questions

Compilation of Job Interview Questions Compilation of Job Interview Questions Nagesh Belludi, www.rightattitudes.com Personal Attributes Why do you think you are successful at what you do? What you consider your biggest fault at work? Why do

More information

Sample Interview Questions

Sample Interview Questions General Questions: Sample Interview Questions 1. Tell me about yourself. 2. Where do you want to be in the next five years? 3. Why do you want this position? 4. Why this position and why now? 5. When were

More information

Wiltshire Skills4Success. Role model information pack

Wiltshire Skills4Success. Role model information pack Wiltshire Skills4Success Role model information pack 2014-2016 CONTENTS Introduction... 1 Role model network... 1 Basic do and don ts what makes a good role model visit?... 2 What to expect when you arrive

More information

JOB DESCRIPTION. Chief Nurse

JOB DESCRIPTION. Chief Nurse JOB DESCRIPTION Chief Nurse Post: Band: Division: Department: Responsible to: Responsible for: Chief Nurse Executive Director Trust Services Trust Headquarters Chief Executive Deputy Chief Nurse Head of

More information

What it workplace mentoring?

What it workplace mentoring? What it workplace mentoring? Workplace mentoring is a learning partnership between employees for purposes of sharing technical information, institutional knowledge and insight with respect to a particular

More information

Mentoring Program Guidelines. for Mentees and Mentors

Mentoring Program Guidelines. for Mentees and Mentors Mentoring Program Guidelines for Mentees and Mentors April 2014 Table of Contents Table of Contents... 2 Introduction... 3 Program Purpose... 3 Participant Eligibility... 3 Mentors... 4 Mentees... 4 What

More information

Learning and Development Policy

Learning and Development Policy Learning and Development Policy 1. Purpose This policy sets out how Monitor will manage learning and development in a consistent and fair manner. Monitor believes everyone s performance to be critical

More information

Level 2 Marketing mandatory knowledge units mapped to Personal Learning and Thinking Skills. Independent Enquiry

Level 2 Marketing mandatory knowledge units mapped to Personal Learning and Thinking Skills. Independent Enquiry Level 2 Marketing matory knowledge units mapped to Personal Learning Thinking Skills This map accompanies the PLTS Guide for practitioners which can be downloaded from www.cfa.uk.com The guide includes:

More information

ScottishPower Competency Based Recruitment Competency Guidelines External Candidate. pp077682 ScottishPower [Pick the date]

ScottishPower Competency Based Recruitment Competency Guidelines External Candidate. pp077682 ScottishPower [Pick the date] ScottishPower Competency Based Recruitment Competency Guidelines External Candidate pp077682 ScottishPower [Pick the date] Aims and Objectives This document will give you an overview of the selection process

More information

Professional Development Helping you go further. Frequently Asked Questions. Unsure of which category you fall into?

Professional Development Helping you go further. Frequently Asked Questions. Unsure of which category you fall into? Professional Development Helping you go further Frequently Asked Questions Unsure of which category you fall into? The IMarEST guides to IPD and CPD should provide all the information you need. If you

More information

Action Learning Sets

Action Learning Sets Action Learning Sets A Guide for Small and Diaspora NGOs INTRAC PEER LEARNING PROGRAMME There can be no learning without action and no sober and deliberate action without learning The mark of a person

More information

Mentor Program Guidelines

Mentor Program Guidelines Friday, 18 September 2009 RE: SSSI Young Professionals Mentoring Program As part of our ongoing commitment to professional development of the spatial industry, the Surveying and Spatial Sciences Institute

More information

You will also have responsibility for the line management of a team of staff within the IT Programme Office.

You will also have responsibility for the line management of a team of staff within the IT Programme Office. Corporate Services IT - Programme Management Office (PMO) Manager This is an exciting opportunity for a self-motivated, experienced PMO or Programme manager to lead and manage the IT Programme Management

More information

Diploma In Coaching For High Performance & Business Improvement

Diploma In Coaching For High Performance & Business Improvement THE HOUSTON EXCHANGE POWERFUL, PROFITABLE CONVERSATIONS Diploma In Coaching For High Performance & Business Improvement A professional coaching qualification for Leaders, Managers and HR professionals

More information

CORE MODULES. Managing the Financial Dimension. Managing the Economics Dimension

CORE MODULES. Managing the Financial Dimension. Managing the Economics Dimension The NBS MBA Programme has two connected parts to the programme. The first is the assessed part of this Masters Programme, the Core Modules, Consultancies, Electives, Business Project Dissertation are listed

More information

Exercise 1: Appreciative Inquiry (AI) A Team Building Process

Exercise 1: Appreciative Inquiry (AI) A Team Building Process Exercise 1: Appreciative Inquiry (AI) A Team Building Process Appreciative Inquiry (AI) is an approach to organization change developed by Dr. David Cooperrider and his colleagues at the Weatherhead School

More information

A guide to helping people to succeed at work

A guide to helping people to succeed at work Coaching: Helping you to improve social outcomes A guide to helping people to succeed at work This guide is for anyone wanting to use coaching skills to help colleagues succeed. In particular, it is intended

More information

United Nations. Competencies for the Future and Emotional Intelligence (EI) Competencies

United Nations. Competencies for the Future and Emotional Intelligence (EI) Competencies United Nations Competencies for the Future and Emotional Intelligence (EI) Competencies Contents Introduction What are competencies? Why are they important? How will they be used? How do I acquire them?

More information

GRADUATE TRAINEE PROGRAMME

GRADUATE TRAINEE PROGRAMME GRADUATE TRAINEE PROGRAMME 2015-2017 Graduate Development Surveyor / Planner Trainee (2 posts) Ref: NB50935918/02 Vacancy Information Application Closing Date: Monday 6 July 2015 at 5pm Thank you for your

More information

PERFORMANCE EXCELLENCE. CAPABILITY Dictionary

PERFORMANCE EXCELLENCE. CAPABILITY Dictionary PERFORMANCE EXCELLENCE CAPABILITY Dictionary Introduction The is to be used in the preparation of Position Descriptions at the University, to identify the capabilities and the associated behaviours required

More information

Changing culture the experience of TU Delft Library

Changing culture the experience of TU Delft Library Abstract: Changing culture the experience of TU Delft Library Ellen van der Sar / Maria Heijne Delft University of Technology Library When seeking to introduce change into an organisation, it is usually

More information

PER PRACTICAL EXPERIENCE REQUIREMENT

PER PRACTICAL EXPERIENCE REQUIREMENT PER PRACTICAL EXPERIENCE REQUIREMENT Contents 1 THE BASICS > What is ACCA s practical experience requirement (PER)? > Why is the PER important? 2 Meeting the requirements > How do I get the right type

More information

Mentoring In The Dietetic Profession Guidance Paper

Mentoring In The Dietetic Profession Guidance Paper Mentoring In The Dietetic Profession Guidance Paper 1998 1 Introduction The BDA Strategic Plan 1997-2007 states, as one of the Association s medium term objectives, that mentoring will take place at all

More information

Mentoring Program Guidelines. for Mentees and Mentors

Mentoring Program Guidelines. for Mentees and Mentors Mentoring Program Guidelines for Mentees and Mentors May 2013 Table of Contents Introduction... 3 Program Purpose... 3 Participant Eligibility... 3 Mentors... 4 Mentees... 4 What is Mentoring?... 5 Benefits

More information

Lessons Learned by engineering students on placement

Lessons Learned by engineering students on placement Lessons Learned by engineering students on placement It is generally acknowledged that students have the opportunity to gain far more than technical knowledge on placement or even the chance to experience

More information

ORGANISATIONAL DEVELOPMENT AND CHANGE MANAGEMENT (Burnes, B., 2009)

ORGANISATIONAL DEVELOPMENT AND CHANGE MANAGEMENT (Burnes, B., 2009) ORGANISATIONAL DEVELOPMENT AND CHANGE MANAGEMENT (Burnes, B., 2009) APPROACHES TO CHANGE MANAGEMENT APPROACHES TO CHANGE MANAGEMENT The biggest challenge is: understanding the strategy of the organisation

More information

INTERVIEW PREPARATION

INTERVIEW PREPARATION INTERVIEW PREPARATION OBJECTIVE OF THE INTERVIEW: Get an offer!!! The company will examine your work history, education, strengths, weaknesses and accomplishments. They will also evaluate your level of

More information

The usefulness of the knowledge we acquire and the effectiveness of the actions we take depend on the quality of the questions we ask.

The usefulness of the knowledge we acquire and the effectiveness of the actions we take depend on the quality of the questions we ask. Learning Questions The usefulness of the knowledge we acquire and the effectiveness of the actions we take depend on the quality of the questions we ask. Eric Vogt 1. Introduction Designing projects using

More information

Coaching for career enhancement

Coaching for career enhancement Coaching for career enhancement by Alison Griffiths Take a moment and think about a particular task that you find difficult and tend to avoid doing. It could be Giving Presentations, Report Writing, Writing

More information

DEVELOPING EFFECTIVE COMMUNICATION SKILLS

DEVELOPING EFFECTIVE COMMUNICATION SKILLS DEVELOPING EFFECTIVE COMMUNICATION SKILLS Being able to communicate effectively with others is important to our psychological well-being for a number of important reasons. Communication allows us to convey

More information

Interview questions to address suitable personal behaviours for applicants applying to work with children, young people or vulnerable adults

Interview questions to address suitable personal behaviours for applicants applying to work with children, young people or vulnerable adults Safeguarding - Interview Questions Guide for managers Interview questions to address suitable personal behaviours for applicants applying to work with children, young people or vulnerable adults Introduction

More information

The Transpersonal (Spiritual) Journey Towards Leadership Excellence Using 8ICOL

The Transpersonal (Spiritual) Journey Towards Leadership Excellence Using 8ICOL The Transpersonal (Spiritual) Journey Towards Leadership Excellence Using 8ICOL Travelling from Ego Based Leadership to Transpersonal Leadership where the focus is beyond the ego to the needs of ALL the

More information

Career & Employment Service

Career & Employment Service This resource sheet should help you to identify your strengths and weaknesses. Auditing these can influence the type of career role that you choose and can help as you apply for work and prepare for job

More information

Leadership Qualities Framework 360 Feedback Tool. Best Practice Guide for Facilitators

Leadership Qualities Framework 360 Feedback Tool. Best Practice Guide for Facilitators Leadership Qualities Framework 360 Feedback Tool Best Practice Guide for Facilitators 1 CONTENTS Page 1. INTRODUCTION 3 2. TYPES OF FACILITATORS 3 3. FACILITATOR ROLE 3 4. LENGTH OF THE FEEDBACK SESSION

More information

The Advanced Leadership Program

The Advanced Leadership Program The Advanced Leadership Program Supporting the development of exceptional female leaders throughout Australia s Higher Education sector Created to provide tailored development and support to Australia

More information

Managing Your Career Tips and Tools for Self-Reflection

Managing Your Career Tips and Tools for Self-Reflection Managing Your Career Tips and Tools for Self-Reflection Your career may well be the primary vehicle for satisfying many of your personal needs, i.e. your need to feel a sense of belonging, to feel appreciated

More information

The ICMCI CMC Competence Framework - Overview

The ICMCI CMC Competence Framework - Overview This CMC Competence Framework specifies the cluster of related abilities, commitments, knowledge, and skills that a management consultant should demonstrate in practice in order to successfully complete

More information

HOW TO FACILITATE MINDMATTERS MODULES FACILITATOR GUIDE

HOW TO FACILITATE MINDMATTERS MODULES FACILITATOR GUIDE C1 HOW TO FACILITATE MINDMATTERS MODULES FACILITATOR GUIDE How to facilitate MindMatters modules Introduction The How to facilitate MindMatters modules guide is designed to provide general ideas about

More information

Making Your 360 Degree Feedback more effective in delivering successful behavioural change

Making Your 360 Degree Feedback more effective in delivering successful behavioural change Making Your 360 Degree Feedback more effective in delivering successful behavioural change Research Findings & The 10 Key Questions for Success By Jo Ayoubi, Senior Consultant, Track Surveys Author of

More information

ROLE PROFILE Main scale Class Teacher & Subject Leader

ROLE PROFILE Main scale Class Teacher & Subject Leader ROLE PROFILE Main scale Class Teacher & Subject Leader ROLE TITLE: Main scale Teacher ROLE HOLDER LINE MANAGED BY: Headteacher DATE: September 2016 1. JOB PURPOSE: To provide an effective education meeting

More information

Support in preparing for your interview

Support in preparing for your interview Support in preparing for your interview This document is for you if you are preparing for a behavioural interview or assessment as part of a recruitment process. Getting started Preparation for an interview

More information

Self assessment tool. The Leadership Framework. Leadership Academy

Self assessment tool. The Leadership Framework. Leadership Academy The Leadership Framework Self assessment tool Leadership in the health and care services is about delivering high quality services to patients by: demonstrating personal qualities working with others managing

More information

ALL-IN-ONE MEETING GUIDE

ALL-IN-ONE MEETING GUIDE ALL-IN-ONE MEETING GUIDE CENTERED LEADERSHIP PART 1: MEANING Overview The Centered Leadership model will help you lead with impact, resilience, and fulfillment at work and in your life. There are five

More information

Executive Summary: Opportunity Nottingham Overview

Executive Summary: Opportunity Nottingham Overview SECTION 02 Executive Summary: Opportunity Nottingham Overview PAGE 07 There s a big difference between being on your own and being independent. SANDRA BENEFICIARY AMBASSADOR PAGE 08 Executive Summary:

More information

DESCRIBING OUR COMPETENCIES. new thinking at work

DESCRIBING OUR COMPETENCIES. new thinking at work DESCRIBING OUR COMPETENCIES new thinking at work OUR COMPETENCIES - AT A GLANCE 2 PERSONAL EFFECTIVENESS Influencing Communicating Self-development Decision-making PROVIDING EXCELLENT CUSTOMER SERVICE

More information

ROLE-PLAY OR REAL PLAY?

ROLE-PLAY OR REAL PLAY? Role-play or real play? 43 ROLE-PLAY OR REAL PLAY? Marinela GRĂNESCU Abstract The article presents some insights concerning the features that distinguish roleplays from simulation and that make both of

More information

Career Mentoring Programme 2013/4

Career Mentoring Programme 2013/4 Career Mentoring Programme 2013/4 Department of Management, City University of Hong Kong Mentee Handbook Welcome to the Career Mentoring Programme. Career Mentors teach our students many important aspects

More information

HE STEM PROGRAMME UNIVERSITY OF BIRMINGHAM EPS GRAND CHALLENGE SKILLS AND DEVELOPMENT LOGBOOK

HE STEM PROGRAMME UNIVERSITY OF BIRMINGHAM EPS GRAND CHALLENGE SKILLS AND DEVELOPMENT LOGBOOK HE STEM PROGRAMME UNIVERSITY OF BIRMINGHAM EPS GRAND CHALLENGE SKILLS AND DEVELOPMENT LOGBOOK Content taken from the University of Birmingham Careers and Employability Centre >Progress> skills and development

More information

KSS GP School A Guide to Reflective Writing Guidance for Programme Directors and Educational Supervisors and GP Specialty Trainees

KSS GP School A Guide to Reflective Writing Guidance for Programme Directors and Educational Supervisors and GP Specialty Trainees KSS GP School A Guide to Reflective Writing Guidance for Programme Directors and Educational Supervisors and GP Specialty Trainees Introduction Your GP training programme is a continuing period of learning

More information

Safe Care, Compassionate Care. A National Governance Framework to enable high quality care in NHS Wales

Safe Care, Compassionate Care. A National Governance Framework to enable high quality care in NHS Wales Safe Care, Compassionate Care A National Governance Framework to enable high quality care in NHS Wales January 2013 2 National Governance Framework to enable high quality care in NHS Wales Our Vision All

More information

Guidance Notes on Completing the PDR Form

Guidance Notes on Completing the PDR Form Guidance Notes on Completing the PDR Form Performance and Development Review (PDR) is a formal annual meeting between a member of staff (reviewee) and their line manager (reviewer). PDR is part of an ongoing

More information

Choosing a positive attitude

Choosing a positive attitude Choosing a positive attitude How attitude can affect your performance Barry Rennie Your attitude will have a direct impact on your performance. You can choose the attitude that you take into a match (or

More information

KEY STAGE 2 TEACHER FOR PPA AND CLASS RESPONSIBILITIES for 2.5 days a week. (Maternity cover) TMPR 1-6

KEY STAGE 2 TEACHER FOR PPA AND CLASS RESPONSIBILITIES for 2.5 days a week. (Maternity cover) TMPR 1-6 Harley Shute Road St. Leonards on Sea TN38 8BX Telephone 01424 422080 Fax 01424 465670 Office@wslprimaryacademy.org.uk KEY STAGE 2 TEACHER FOR PPA AND CLASS RESPONSIBILITIES for 2.5 days a week. (Maternity

More information

Finance Business Partner

Finance Business Partner Job Title: Finance Business Partner Job Grade: Band 6 Band 7 Directorate: Job Reference Number: Corporate Services P01410 The Role Part of a Finance Business Partnering Team, you will report to the Senior

More information

Mentoring Training Course Workbook

Mentoring Training Course Workbook Mentoring Training Course Workbook Facilitated by Michael Miles N.Dip.M PGCE FBAPT MCMI Managing Director of Elite Training European Limited 3 Parkers Place Martlesham Heath Ipswich IP5 3UX Telephone (01473)

More information

Communication Skills for Effective Laboratory Management RT Erasmus Stellenbosch University and NHLS

Communication Skills for Effective Laboratory Management RT Erasmus Stellenbosch University and NHLS Communication Skills for Effective Laboratory Management RT Erasmus Stellenbosch University and NHLS Outline Learning Objectives Introduction Awareness of Your Personal Style Skillful Listening Expressing

More information

The Standards for Leadership and Management: supporting leadership and management development December 2012

The Standards for Leadership and Management: supporting leadership and management development December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership

More information

Work Experience Portfolio

Work Experience Portfolio The Careers Service. Work Experience Portfolio Compilation Guidelines 1. What is a Work Experience Portfolio? Quite simply, a Work Experience Portfolio is a short collection of documents that brought together,

More information

Team Building MARZIO ZANATO

Team Building MARZIO ZANATO Team Building 1 What is Teamwork & Team Building Teamwork Concept of people working together as a team Team player A team player is someone who is able to get along with their colleagues and work together

More information

Civil Service. Competency Framework Level 3 HEO and SEO or equivalent. Level 3

Civil Service. Competency Framework Level 3 HEO and SEO or equivalent. Level 3 Civil Service 2012-2017 Level 3 HEO and SEO or equivalent Level 3 I n s p i r i n g E m p o w e r i n g C o n fi d e n t About this framework The Civil Service competency framework supports the Civil Service

More information

WHO GLOBAL COMPETENCY MODEL

WHO GLOBAL COMPETENCY MODEL 1. Core Competencies WHO GLOBAL COMPETENCY MODEL 1) COMMUNICATING IN A CREDIBLE AND EFFECTIVE WAY Definition: Expresses oneself clearly in conversations and interactions with others; listens actively.

More information

CAES. joining personality with performance. Career Development Presentation Program Outline

CAES. joining personality with performance. Career Development Presentation Program Outline Career Development Presentation Program Outline Program Introduction Are you ready to take your career to the next level? Whether searching for a new career opportunity or applying to internal postings

More information

Contact us: If you have any queries about the APM Competence Framework, please contact us on or by to:

Contact us: If you have any queries about the APM Competence Framework, please contact us on or by  to: Contact us: If you have any queries about the APM Competence Framework, please contact us on 01844 271681 or by email to: info@apm.org.uk Contents Rating scale 4 1 Ethics, compliance and professionalism

More information