for Results & Learning
& Sustaining a Culture of Learning”
can the long term survival of an organization operating in a
context of relentless turbulence and flux be ensured? Although no one
has yet discovered the formula for success, one thing is becoming
increasingly clear: A culture of continuous learning is an essential
prerequisite to thriving, let alone surviving in the competitive
global marketplace. Organizations which succeed in tapping the latent
learning potential and creative capacity of the workforce will
discover the surest path to optimal sustainability. How well equipped
are you or your organization to achieve this?
are realizing that this potential lies within themselves and are
recognizing the critical role that internal facilitators of learning
have to play. In addition, they are realizing that facilitation is no
longer only the domain of Human Resources practitioners, but of all
who find themselves in leadership positions in a wide range of
this highly interactive and experiential workshop to discover how to
tap into a system or individual’s capacity to learn and enhance
their capacity for effective action.
practical workshop is designed to assist those involved in the
development of people tap their capacity to facilitate learning. The
workshop assists participants in making the journey away from the
traditional training/instructor approaches towards a learner-centered
approach. It helps them
to gain a new level of meaning with regard to learning and the
development of people.
5 day workshop is limited to 5 participants per "Lead"
Facilitator. This is to ensure that each participant has adequate
opportunities to practice using appropriate competencies and to
leaders and facilitators must become facilitators of
conventional "training" can't achieve breakthrough
continuous learning is the only path to systemic sustainability
core competencies are required to facilitate learning and an
enhanced capacity for effective action
to design interventions to catalyze continuous learning
to tap into the learning potential of all learners
to replace low‑impact structured interventions with
unstructured systemic learning
to facilitate learning and change based on the nature of the
system as a "whole"
How to facilitate the ongoing learning of individuals and teams
to facilitate structure processes and emerging group processes
- Team leaders and managers
- Human Resource Development specialists
including trainers and instructional designers
- Facilitators of action learning
If your work has anything to do with
change and learning, you'll want to attend.
Previous participants have discovered the
answers to the following:
The Theory -
The Question of Why ?
Continuous learning as a sustainable
The “Traditional” World View
A “New” World View
Bridging the gap between learning and
organizational / individual action
Confronting with Care
The importance of “Caring Why” and
Learner-centered vs. intervention-centered
The Facilitator Continuum: From Structured
Process to Transformational Leadership
The Model - The Question
of What ?
- How to explore with others the meaning
and context of the theory / model(s) / must know information ('essential
embedded knowledge') in a manner
which encourages an increased level of consciousness and an
increased capacity for action.
to create a positive, safe environment while providing direction through guiding the group process to enable achievement
of agreed objectives / goals / outcomes.
& Feedback -
How to assist individuals or a team in their development as they
work towards achieving agreed outcomes. It involves giving
guidance and direction, and working with them on how they can go
about achieving a certain objective (s) or developing a skill (s).
The Practice -
The Question of How ?
/ declaring the learning / task process in advance and indicating
the transition between learning / task events / activities.
the relevance of the "must know" information to the
learners' needs, their experiences and expectations.
the relevance and practical application of the theory to the
individual’s or group’s learning / task objectives.
the interest level of the individual or group and expressing your
the "pressure" on the learner(s).
focusing on learning and personal development, and not just the
presentation of technical / theoretical information.
the system and individuals with care.
vs. non‑directive facilitating.
vs. unstructured facilitating.
overall direction for an interaction and developing a clear
understanding of the topic or issue being discussed.
that you are actively listening to and understand the concerns and
feelings of the learner(s).
learning / task activity commitment.
to encourage participation.
appropriate process suggestions.
individuals and the system to confront with care.
with the learner(s) to design their own processes.
with emerging and predetermined outcomes.
a learning / task outcomes focus to ensure that participants
achieve their learning / objectives.
opportunities for learners to practice their skills in a
into task and relationship processes for the good of the
learner(s) / group.
Coaching & Feedback
ideas and suggestions on what and how to go about something.
agreement on the best solution and tying down the details.
and establishing follow‑up.
learning with the realities of work.
effective feedback to the learner which clearly reinforces the
positive behaviors used and identifies the development areas
against the specific criteria / behavior of newly learned