Como você pode garantir que o aprendizado seja aplicado após uma sessão de facilitação?

Coming up with the right objectives is the most important thing to get right. It will influence the whole session. All elements of your workshop will be created to serve this overarching objective. And if a slot does not do that, cut it out. Be realistic what you can achieve in the time. Design your new strategy for engaging with the market? IMPOSSIBLE. You don't design anything in one session. Identify which core components need to be addressed in the strategy and prioritise them based on customer impact? YES. You can achieve that with the right techniques. Tweak your objectives and activities until they are in alignment and serve the outcome you want to achieve.

I believe KPIs (Key Performance Indicators) are crucial to measuring the effectiveness of learning. One good example of a KPI that can be used is understanding the application rate. This key performance indicator measures the success of participants who have taken the knowledge they gained during the facilitation session and applied it to their work or daily tasks. To get an accurate understanding, the application rate can be assessed through surveys, follow-up assessments, or performance assessments conducted after the session for a certain period. Participants may be asked to provide specific examples of how they applied learning in their roles. The formula to use is (participants who applied the learning / total participants) x 100

You should also consider your training audience and ensure that your delivery methods connect with all participants in the session. It is important to offer multiple methodologies to ensure that participants understand what is being taught, Further having a participant evaluation after each session will ensure that participants are receiving a clear roadmap to understanding the subject.

In the design of the training it is important that you understand and can clearly define the objectives and how these points will increase their productivity, their skillset and their level of enhanced understanding. It should also be clear that no matter what developmental level one is at the training, ie methods, techniques are applicable for them. You should also inform them of what will happen after the training to ensure they receive the support to make progress in their roles.

One of the activities I would do is get participants to list their goals at the start of the session. Write it down and share them. If they are clear about what they want to get out of the session, it will generally help them focus and be more invested in it.

Invite them to make the content from the session personal: Why do THEY think we're taking time out of their busy day to learn more about this topic? How does what we just learned apply to THEIR job? How will the skill we just practiced to make THEM more successful? What insights will THEY take away from the session, and how will THEY begin applying what they learned right away? Give them time to reflect on questions like these, then invite them to share their insights and intentions, encouraging them to frame their responses as specific, action-oriented, and time-bound intentions. Encourage them to identify at least one other person from the session as an accountability partner they will connect with later in the week to see how they did.

If you are working with adult learners, you need to understand the basic principles of engagement and HOW they learn best. You need to ensure the learners know the "WHY" they are there, What's in it for them (their WIIFM). You need to create a safe environment for them to learn (there are many things that go into a safe environment, one example is not calling learners out to respond to a question but instead INVITING them to respond). You also need to provide an engaging environment, using things such as purposeful activity, humor, music, etc). At the end of the day, the more you can create the ideal environment for your learner and they understand the purpose, the better the results you will have.

I believe that once we start with the belief that the adult learners in the room bring decades of combined work experience to the session, we will be able to let them take ownership of the learning process: whether it is to choose what's important for them to learn, or even how the session might be structured to make it useful for them. Sometimes as facilitators we need to co-create the learning process with our learners.

In recent times I’ve tried to cut back on the content and tap into the expertise in the room this leaving much more space for active learning which is where attendees begin to integrate what they’re learning. I’ve tried no PPT but I got a bit lost so now keep some slides and also a good hand out when I want to discuss. data.

I think it's important to create content that can be adapted as per the people in the room and the topic you're covering. - Include different activities that will engage with different learning styles - Be willing to be led by what the folks attending the session need or will respond to the most - Allow a space for reflections or sharing at the end.

Accountability and a long-term strategy after a session are so important to help with embedding the newly learned insight. Create a 30-60-90 day plan at the end of a session and then check in after 30-60-90 days how far you have come. Create a Whatsapp group with some accountability buddies and check in at the beginning of the week about what everyone wants to achieve. Very rarely people have focus and motivation to keep going on their own. Combining it with others will make you more successful. I personally also found that the more specific I am about the plan of what to do, the easier it is for me to get going. When the initial plan is not easy to make: Get your buddy to help.

At the end of every facilitation session, I do an exercise asking the participants to write on a sticky note one thing they commit to doing (or sometimes doing differently) as a result of the facilitation session. Sometimes the question I ask varies depending on the content of the session. This works for several reasons: (1) Committing to one thing is usually do-able (2) we know that writing down commitments is powerful (3) presenting their commitment in front of their peers creates some positive peer pressure. If the facilitation is internal, I also create reminders for myself to follow up with participants on their commitments to see what they learned.

It’s important to add structure and accountability into the follow-up process to ensure learning is embedded. This may include 30/60/90 day actions that are shared publicly. It may also include case studies or presentations about learnings made to senior leaders. Ideally the followup provides the right amount of support, challenge and accountability to help people fully integrate what they have learned.

Create an open dialogue among the people who have been working with the new approach and yourself. Allow them to celebrate their successes in implementation and the success of the process. Celebrate with them! Peer buy in is the key for adoption of your direction. Recognition is helpful in repetition and repetition is what we’re looking for.

Yes...The most difficult and most important part of any training. The support must be in the workflow and it also needs to be assess against Kirpatrick evaluation methodology or alike.

Encouraging self-directed learning is very important, especially so in topics such as leadership or people skills, when the learning is more than simply retaining information or being able to execute a set process. Adults come to a facilitated session or workshop with a different set of experiences and needs. A well designed session will give everyone something to take away. But the impact will be greatly enhanced when people take responsibility for continuing their own learning journey through reflective practice and by driving their own continuous professional development.

Encourage your learners to create a community, whereby they support each other as they apply their learning "in the wild". A community can be the participants who were on a specific cohort, or participants from different identical sessions within a programme. Establishing a safe and constructive learning environment in your session will pay dividends as learners are more likely to continue supporting each other in this way after the session.

Every newly learned skill must be practised so you can retain it. Therefore, it is important to create opportunities to do so and get feedback from a trusted source. Developing scenarios in real life how to use the new learning is important. Check with your manager how you can implement this and get their feedback. A very simple way is to run a brown bag session about what you learned. Invite people over lunch to come and listen to you, teaching them the key outcomes of your training. It is always the best way to retain some information by teaching it to others. This way, you need to think about how to explain the content, you need to find your own examples telling the story, and it allows you to process the learning at a deeper level.

At the end of the day, learning professionals can only do so much. We can set clear objectives, make an engaging session and have every post session application in place. Whether or not to implement the learning comes down to the individual and the culture the company creates. If it’s a culture that values difference of opinion and fosters growth, then the individual will feel empowered to take what they learned and give it a try. Because growth requires change, and with it a bit of trial and error. Organizations need to accept this if they want to foster a culture of learning. However, if a company does the opposite, it stifles growth in the name of “the way things always have been done” then the learning is less likely it to implemented.

When you consider the transfer of knowledge /learning, you also have to keep in mind if the skill being taught is technical or behavioral or both. If it's technical and related to a process, there should be spaced and/or timed performance expectations. If the training is more behavioral or personal development oriented, you can encourage the participants to use what they learned in a specific time frame, send followup surveys or build in a follow-up session for discussion of how they actually utilized what they learned. And overall, make sure that the expectations for Post training/facilitation are clear and part of the overall objectives.

An important aspect to consider, in my experience, is a through needs assessment before the training is provided. You may believe they need to be trained in certain things and/or the manager may have given you certain inputs, but it is vital you understand your audience and why they are taking part in the training and what they intend to get out of it. A badly done needs assessment will not only drop engagement but also give them skills they will never use later.