TEACHING EMPLOYEES HOW TO BE SMART LEARNERS learn to learn (2 min) TALKING POINTS: Welcome & brief introductions Coleman Williams Maggie Redling AvidXchange Sharon Kaliouby State Street Global Advisors

In one word or short phrase, how would you define a learning culture? Participate in the word cloud! NOTE: There is a PollEverywhere on this slide – it’s just hiding until poll is open PollEv.com/avidcomm TEXT: AVIDCOMM 22333 TO: 22333 AVIDCOMM (5 min) SAY: A lot of the time, as learning professionals (in whatever capacity), we think about the execution of learning. What are our learnings needed to be skilled in – when are we doing it – how will they access it? All of these things are important and matter, but I think it’s also important for us to pull back a little. Take a higher view point. Let’s pause for a moment and think about what does a “learning culture” mean and how would it impact our learners? ASK: In one word or short phrase, how would you define a learning culture? DO: Prompt participants to log into the Poll Everywhere platform and then text their answer. As answers are given, a word cloud will be formed on the screen. (https://www.polleverywhere.com/free_text_polls/XG62jfkvL8QqBaF) ASK: What’s your reaction to what you see on the screen? SAY: I think, and research shows, that there are components of a learning culture and when we think about them as a whole, we can make a big difference in helping our employees be the smart learners we want them to be that perform at a high level. (CLICK FOR NEXT SLIDE) In one word or short phrase, how would you define a learning culture?

The DNA of a Learning Culture …is one that supports employees to be smart learners. Learners are skilled at self-directed learning. The physical environment enables & promotes learning. Learners have access to a variety of tools & resources ACTIVITY 1 Practice using questions to reflect at deeper levels. ACTIVITY 2 Think about the physical space and how it can impact learning. ACTIVITY 3 Discuss the past, present, and future of tools & technology. (25 min) ANIMATION ON SLIDE – VIEW IN PRESENTATION MODE SAY: There are three parts of a learning culture that we want to talk about today. According to SHRM, A learning culture should be designed to enable and promote learning behaviors; motivate employees to seek out self-directed learning opportunities, and implement a variety of processes, tools and resources that encourage self-improvement through learning. According to T&D Magazine, organizations that prioritize the ongoing learning and development of employees are more likely to be successful than those that do not. Learners are skilled at self-directed learning – meaning that they don’t always need a facilitator, a virtual guide, a step-by-step to learn. They have built some key skills that allow them to learn outside of formal learning events. The physical environment in which an employee learns is conducive to learning and may even spark creativity and engagement. It can be both physical or virtual – A learning culture is also one that makes sure that employees have access to the tools and technology they need SAY: When you boil it down…learners in a learning culture practice deliberately, actively reflect, and use the tools and pace around them. SAY: Looking at it from a different lens, Nigel Paine (INSERT WHO HE IS) talked about a learning culture is about Trust that leads to Experimentation - - learners that can feel safe enough to try new things and know that they’ll be supported. It’s about having an organization that values learning and puts the resources behind it to help employees. And it’s about places to share –real or virtual! SAY: So what we want to do is spark some conversation about these three characteristics of a learning culture to help us all pull back from the day-to-day execution of learning and think bigger. We’ll do this for the next 15 minutes (5 min for each activity) and then we’ll regroup and discuss. ACTIVITY 1: DELIBERATE PRACTICE & REFLECTION One person at the table is designated to be “the Person” that is prompted to talk about the last thing they learned for 1 min. The rest of the table should actively listen and every time they lose focus, they have to raise their hand – refocus, and begin listening again. Additional directions provided at the table. After that’s done, the table will use the reflection worksheet (on flip chart) to reflect on the activity (ttps://www.teachwriting.org/612th/2017/12/28/10-unique-and-creative-reflection-techniques-lessons-for-the-secondary-student) Table will also answer the question of how deep reflection could help employees learn independently ACTIVITY 2: THE PHYSICAL ENVIRONMENT Table will review pictures of learning environments (slide 5, 6 & 7) and answer the questions: What is engaging about this? Does it matter? What does your space look like for learners? ACTIVITY 3: TECHNOLOGY & TOOLS Table will answer discussion questions (on flip chart): When you think about the PAST, PRESENT, and FUTURE or technology and tools – what could you use to help employees learn (independently or socially)? How could advanced technology (like AI and machine learning) benefit your learners? How do you compensate for limited resources and budget?

better tools & resources So what? Now what? (15 min) DO: Regroup participants. ASK: So what? Now what? Let’s unpack your reactions and thoughts from those activities and think about how you can shape your learning culture by keeping in mind these components? What can you do differently? What do you want to do more of? What do you want to stop doing? DO: Facilitate a conversation about each activity and how it creative spaces smarter learners better tools & resources