1. Studying with Us (Getting the Most out of Your Studies)

2. Andragogy “the art and science of helping adults learn” Knowles (1984)
What's it all about now
What can we offer/what have you got to bring
Intro to the concept Adult learning and learning transfer
What is that word?
Idea by ……
This is the core of our programmes
Last learning you did was at school or formal uni – this should be a different as an experience
School uni, work training, - our focus on transfer
A word that didn’t take off
Pedagogy is child centred
Maximising adult learning
Transformative learning
We are pssioante about you transferring your learning as you go – work and life
Not just being on a course – how is it ongoing and transformative?
Spray it and pray approach – we want to make sure if works – embedded in the programme
All in it together – tutors, you and cohort, your organisation
“the art and science of helping adults learn” Knowles (1984)

3. In 1980, Knowles made 4 assumptions about the characteristics of adult learners(andragogy) that are different from the assumptions about child learners (pedagogy). In 1984, Knowles added the 5th assumption.
Self-concept As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being
Adult Learner Experience As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
Readiness to Learn As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.
Orientation to Learning As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
Motivation to Learn As a person matures the motivation to learn is internal (Knowles 1984:12).
Knowles’ 4 Principles Of Andragogy
In 1984, Knowles suggested 4 principles that are applied to adult learning:
Adults need to be involved in the planning and evaluation of their instruction.
Experience (including mistakes) provides the basis for the learning activities.
Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
Adult learning is problem-centered rather than content-oriented. (Kearsley, 2010)
The learner
Is self-directed
Responsible for their own learning
Interested in self-evaluation
The learner brings their experience with them
Adult learners are a rich source of information for one another
Diversity in the group brings a diversity of experiences
Old and new experience impact on your self-identity
Usual respond to some kind of trigger which enhances their readiness to learn
Realise they need to gain more knowledge/understanding in order to improve as aspect of ones life
Ability to assess gaps in between where they are now and where they want to be
Usual focused on learning that helps them with a task, solves a current problem
Needs learning to have real life application
New learning is focused on life/work situations, rather than topics/subject matter
Internally motivated – improve self-confidence, recognition, better quality of life, confidence, self-actualisation
Autonomous and self-directed learnings
Have accumulated a foundation of life experiences and knowledge
Seeking relevancy in the learning
Goal orientated
Looking for practical application
Are likely to resist learning conditions that conflicts with their self-concept
Adults need to be free to direct themselves
They must be actively involved in the learning process
In 1980, Knowles made 4 assumptions about the characteristics of adult learners. In 1984, Knowles added the 5th assumption.
Self-concept - self concept moves from one of being a dependent toward one of being self-directed
Adult Learner Experience - accumulates a growing reservoir of experience that becomes an increasing resource for learning
Readiness to Learn - readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles [work, family, social settings]
Orientation to Learning - time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
Motivation to Learn - motivation to learn is internal
In 1984, Knowles suggested 4 principles that are applied to adult learning :
Adults need to be involved in the planning and evaluation of their instruction
Experience (including mistakes) provides the basis for the learning activities
Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life

5. Transfer of Learning

6. Lack of attention on learning transfer
Helen McPhun (2013) ‘the transfer of learning to the workplace is critical…it is often totally disregarded.’ ‘…little importance is placed on making sure learning transfers across to improve performance on the job.’ Taylor et al, (2010:348) states ‘…there is a long-standing awareness that what is learned in the ‘classroom’, college or community context often fails to be recognised or utilised fully back at the worksite, and vice versa…’
Organisations and people spend huge amounts of time and money on learning and development activities every year. It is therefore in the interests of all involved to get the most out of the expenditure
McPhun, H. (2013) The manager's role in the transfer of learning to the workplace, Training & Development, Vol.40 (6), pp.4-5.
Taylor, M., Evans, K. & Pinsent‐Johnson, C. (2010) Work‐based learning in Canada and the United Kingdom: a framework for understanding knowledge transfer for workers with low skills and higher skills, Research in Post-Compulsory Education, Vol.15(4), pp

7. What makes for effective transfer?
Research indicates there is no significant relationship between:
Perceptions of enjoyment of a training course,
Perceptions of the instructors effective,
Perceptions of the amount learned and …
…improved performance
Effective transfer of learning has to be deliberate and strategic
Acquiring new skills alone doesn’t produce better outcomes, it’s the effective transfer of the learning that does

8. Learning Transfer in Executive Education
3 areas that are key to learning transfer are:
the learner
The learner – motivation, self-efficacy, belief that they are able to make changes
The teaching room – relevant material and experience based, range of teaching formats/activities, peer support from other students
The organisation – supportive line manager, organisation open to change, colleagues support
the organisation
the teaching room

9. Who is interested in what you are doing?
Employer
Lboro
SBE
Customers/ clients
Personal
Relationships
????
You have your own personal goals
Now what about others?
Feedback from tables and capture on a flip chart
So you have some goals and others around you have some goals.
Lets go on to look at how we track if those goals are actually met – learning transfer
What sorts of things do they want from you?

10. Why are you here? What are your main goals for this programme:
Capture on flipchart

11. Transfer of learning activities
Over the course of the year you will engage in a number of LTA
Assessment and guidance to be handed out [25% of module one etc]
Pre and post programme questionnaires – confidence in leadership and management, confidence in LT
Learning contract to include Line manger/personal learning transfer action plan
Taking stock self-assessments
Goals and diary entries – this will be explained in full tomorrow.
Annual learning showcase
We recommend you develop your learning contract and book an hour long meeting with your line manager to develop an initial learning transfer action plan that gets reviewed after each module.

12. What do you need to make the most of this Programme?
From: This will form the start of your learning contract
You
Lboro SBE
Your Organisation
Significant others

13. Impact and Evaluation: Assignment briefing
25% of Module one and Module eight will be dedicated to you tracking your own learning transfer
Assignment Briefings to be given out

14. Transfer of learning activities
Over the course of the year you will engage in a number of LTA
Assessment and guidance to be handed out [25% of module one etc]
Pre and post programme questionnaires – confidence in leadership and management, confidence in LT
Learning contract to include Line manger/personal learning transfer action plan
Taking stock self-assessments
Goals and diary entries – this will be explained in full tomorrow.
Annual learning showcase
We recommend you develop your learning contract and book an hour long meeting with your line manager to develop an initial learning transfer action plan that gets reviewed after each module.

15. When you leave a module
Assignments – working on real-life work based issues
Mentor guidance
Line Manger learning transfer action plan
Goal setting and diary keeping
Learning events

16. Remember to ….
Discuss programme & personal objectives in a learning agreement with manager
Debrief Manager
Identify benefits – especially if £
Discuss with manager each module prior to attending 16

17. Your Diary:

19. Think of one of the areas from your hopes and fears list – could you develop a goal to work on before the first module to address that?

20. Reflective activity cycle

24. Managing and Leading People Assignment Two (25%)
4/11/2019
Managing and Leading People Assignment Two (25%)
Learning Transfer Assignment elements and criteria
Submission Date
Mark Distrib
1. Learning Contract
An analysis of your learning and development needs.
Analysis of the learning opportunities and resources available to you
Your learning objectives for the programme
A Learning Transfer Action Plan
1st Dec 2017
30%
2.  Goal setting and Reflective Diary
A completed diary at the end of year one: i.e. Moment to take stock activity immediately before and after each taught module
27th Sept 2018
40%
3. Poster Presentation
A0 size poster to be showcased at the presentation event
28th Nov 2018
Reflective Goal Setting and Diary Keeping

26. Learning Transfer Inventory System (Holton and Reed, 2012)
Measures 16 factors
Barriers and catalysts to transfer
Factors tied to ‘leverage points’ which are opportunities for interventions
A diagnostic tool
Grounded in learning transfer research
bit.ly/Learningtransfer
To be done after log-ins sorted