Application Plan

Purpose

To prepare for the transfer of information back to the workplace.

Overview

Participants are asked to make a commitment on how they will use the material covered during the seminar.

Timing*

Introduce the concept early in the seminar.

Complete the action plans after segments of the program have been completed.

Materials

Copies of Application Plan, page ## 14.

Envelopes if option 6 is adopted.

Procedure

Early in the seminar

1.         Introduce the Information Transfer Cycle (see page ## 13.)

2.         Stress that for the seminar to be productive, it is necessary for experiences to be shared, available information to be incorporated and the resulting outcome to be tested in the workplace.

3.         Refer to the Application Plan (page ## 14) as a means of preparing for the use of the new learning back in the workplace.

4.         Announce that opportunities will be provided for completing these during the seminar, however participants may choose to complete additional plans at other times as they identify applications.

During the seminar

1.         Review the material covered in the segment.

2.         Divide into small groups of two or three.

3.         Ask participants to identify an aspect of the material covered that they can apply in their situation.  This need not be limited to work.  It may affect their personal goals (family, social, leisure, development ...etc.)

4.         Ask them to share their intention with the small group.  Suggest that they seek advice within the small group on potential modifications.

5.         Ask that they formalise the commitment by writing it down, using the application plan.  (Make copies of page ## 14 available.) 

6.         (Optional)  Provide envelopes for them to write a memo to themselves on their action plan.  Ask them to address the envelope.  Arrange to return them about one month after the seminar.

7.         (Optional) Seek feedback from volunteers on how they propose to use the information provided.

Background

The Information Transfer Cycle.

Each participant brings experiences to the seminar.  These experiences will provide springboards from which the learning process commences.

The session leader adds a theory base within which those experiences can be framed.  If participants share their experiences then the information base is expanded.

This information can only be turned into a benefit if it is applied.  The Application Plan provides a medium for transferring knowledge into benefits.

Requires Diagram 13

Technique

The repeated emphasis on applying the learning encourages the expression of concerns about the relevance of the material.

Asking that the information be shared, written and reported to the whole seminar ensures that the intentions are crystallised in the participants' minds while there is still time to resolve ambiguities, questions and doubts.

Personal Learning Goals

Learning Point

Participants gain from stating their expectations and offering expertise that they can contribute.

Overview

Participants are provided with an opportunity to review their expectations and to recognise the contribution that their experience and knowledge can make to the success of the program.

Timing

Early in the seminar, with opportunity to review throughout the program

10 minutes to explain the worksheet.  5 minutes to complete it.  No formal feedback is included.  This may be requested on an individual basis during breaks.

Materials required

A supply of sticky notes or tape flags (one per participant) can enhance the exercise.

A copy of the worksheet, page ## 9.

Procedure

1.         Explain that all participants come to a seminar with knowledge that they can contribute.  Equally, all come with expectations that they hope to see fulfilled.

2.         Provide examples of the skills and expectations that are common for this type of seminar.

3.         Stress that the expectations and contributions they have in mind may remain confidential.

            It is up to them to make them public as and when they choose. 

4.         If they wish to discuss them with other participants or the session leader either publicly or in private the opportunity will be made available. 

5.         No report back session on this exercise is programmed.

6.         Ask participants to complete the worksheet, page ## 9.

7.         Provide a Post-it tape flag to encourage participants to refer back to their goals during the seminar.  Allow time to review their expectations and contributions at key points throughout the seminar.

8.         If loose leaf program materials are to be used, ask participants to move the page to the front of their binder, for ready access and review.

Mapping the Program Flow

Learning Point

Participants are more likely to become involved if they are able to position their needs within the context of the seminar.

Overview

The material to be presented during the seminar is related to current knowledge and an expected outcome

Timing

One hour, early in the seminar.

Background

Information on a subject can be categorised as:

            Should Already Know - the expected level of prior knowledge of the seminar participants

            Need to Know - the purpose of the training session

            Nice to Know - associated information, but not directly related to the learning objectives for this program.

The training objectives should be distributed prior to the seminar and included in the participants materials for ongoing reference.

They should show

            Why the training is beneficial;

            Who will benefit - either by attending the course or because those present have attended; and

            What will be different after the subject matter is applied.

Training objectives generally don't cover How the program will be conducted.  There is a need to explain this to the participants early in the program

A program flow chart (see page ##) is useful for this purpose.

Procedure

1.         Use the exercise  What does GOOD look like?   (page ##) or a similar data gathering instrument to allow participants to identify the characteristics of successful and unsuccessful users of the subject matter.

2.         Summarise the characteristics into five or six main headings.

3.         List the summary of the good characteristics on the top right corner of a flip chart.  Describe this as where we want to be.  See example, page ## 11.

4.         List the summary of the poor characteristics on the bottom left corner of the page.  Describe this as where we have come from.

5.         Draw an arrow between the two.

6.         List the issues that will be covered during the program against the arrow.

7.         Ask participants to use the Application Plan, see page ## 12,  to prepare to apply their learning during the program back on the job.

8.         Refer to the flow chart as new information is introduced during the seminar.

9.         The figure above shows a flow chart for the program "A Structured Approach to Problem Solving", for which the exercises are included on page ##s 55 - 86.

Redo then INSERT DIAGRAM 11