Everyone here at RSVP Design and our clients, partners and suppliers would like to congratulate our colleague Geoff Cox on his recent Doctoral award and his new title of Dr. Cox! Outlined below is some further information on Geoff’s Thesis, and you can contact him for more information on geoff@rsvpdesign.co.uk

Back in 2003,  RSVP Design was created with a real sense of mission around utilising, and developing best practice in the design of learning environments. It was recognised at a very early stage that if this mission was to be achieved there was an urgent need to define exactly what “best practice” looked like. It was at that time that Geoff began his research, aimed at making available to designers, practitioners and buyers of learning events a set of guidelines that would help them to discern the best from the rest!

The early stages of the research were plagued with problems. Different terminology on different sides of the Atlantic, a shocking lack of published material relating to the design dimension of learning, and in particular the extent to which RSVP Design needed to demonstrate the unique value of experiential learning: each an impediment to progress. By 2004 a comprehensive examination of published material brought the conclusions:
a) There were no existing guidelines for the design of experiential learning environments
and
b) We were going to have to write our own
and
c) Any thoughts of this being a quick exercise were now out of the window!

That began six years of action research that started with some initial, tentative guidelines that Geoff put forward and asked our facilitation team to report back on. The guidelines were revised, based on their feedback, and he moved to the next piece of design using the new guidelines. This cycle was repeated on multiple occasions, with groups from business school executives to factory supervisors, each time adding to our knowledge of how the emerging guidelines needed to be revised and applied. The research journey was punctuated by some interesting insights, for instance when it was determined that the guidelines were equally applicable to learning environments that were designed to address the needs of young people, and when the guidelines were used successfully for the first time with electronic simulations as the experiential activity.

So finally, (in 2010!) Geoff has defended his Thesis and is now Dr. Cox. We will shortly be publishing an Executive Monograph of his research on the RSVP Design website and we believe that this will be a key contribution to what we believe to be current best practice in the field of learning design.

·It is an open and transparent statement of how RSVP Design creates experiential learning environments.
·It offers clients who are commissioning experiential learning events a language to define their requirements.
·It offers clients who are buying experiential learning events a way of discerning / interrogating the quality of the designs that they are being offered.

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Effective Lifelong Learning Inventory (ELLI)

One of the most exciting pieces of applied research we’ve come across recently has come from The University of Bristol.  We think it adds huge value to our understanding of how people learn – and how we can support them in individual and organisational learning. We have been working with the research team for more than a year and we’re delighted that we are amongst the first people in the UK to be accredited to use ELLI in our learning design, coaching and trainer training. We are working closely with ViTaL Partnerships and the University of Bristol to help them to develop applications of ELLI beyond schools-based learning and into learning and development in business, and we’re really excited about our plans to launch a variety of applications soon for use in commercial (non-academic) organisations.

ELLI is:

1. A well-researched set of ideas about how people learn most effectively
2. A self-assessment instrument to aid self-analysis, diagnosis and strategy
3. A tool to empower people to bring about change, individually and together

The ELLI research team at Bristol investigated what it is about some people that makes them effective lifelong learners.  Seven dimensions of ‘learning power’ emerged, via factor analysis, each with elements of  ‘thinking, feeling and doing’.  The seven dimensions are:

changing and learning – a sense of myself as someone who learns and changes over time;
critical curiosity – an orientation to want to ‘get beneath the surface’;
meaning making – making connections and seeing that learning ‘matters to me’;
creativity – risk-taking, playfulness, imagination and intuition;
learning relationships – learning with and from others and also able to manage without them;
strategic awareness – being aware of my thoughts, feelings and actions as a learner and able to use that awareness to manage learning processes;
resilience – the readiness to persevere in the development of my own learning power.

The ELLI profile gives powerful insights into individual and organisational learning patterns. It creates opportunities for in-depth coaching and mentoring conversations that focus not just on what people need to learn, but how they can build their learning power. It allows learning designers to consider their chosen delivery methods and match them against the needs of their learners. It allows an exploration of available learning tools and technologies and helps individuals to develop personal learning strategies that will support them in achieving their learning goals.

If you are interested in learning more about ELLI, we will shortly be delivering both an introductory one-day workshop and an extended (additional 2 days) accreditation workshop that would allow licensed trainers/coaches to then use ELLI within their own organisations & clients. For more information please contact us on +44 141 561 0387.

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I read the recent Chartered Management Institute Review which stated some interesting and disturbing statistics for UK managers:

CMI recently questioned UK managers to find out which aspects of management they thought they were best at. Of the 2,158 managers polled, almost half (44 per cent) said they excelled at managing people. Twenty-one per cent were target-busters, 19 per cent believed they were strongest at managing themselves and just 14 per cent felt they were born to lead.

CMI has since put those perceptions to the test by inviting UK workers to use a specially-developed self-diagnostic tool to work out where their strengths and weaknesses lie. The results strongly contradict managers’ perceptions, revealing that, in practice, UK managers are best at getting results (41 per cent) and strong leadership (37 per cent). Just 14 per cent of the 6,056 people who used the tool excelled at people management and a paltry eight per cent proved to be best at managing themselves.

See http://www.hrreview.co.uk/articles/hrreview-articles/hr-strategy-practice/half-of-managers-misjudge-their-workplace-performance/10058

I wondered when I read that where do:

1. Most managers go to find out more about their own learning strengths/preferences and personality/thinking preferences? As little of this is taught to most undergraduates where else can ‘ managers’ get this insight, except through their organisation’s L&D team-building or other activities? Should this be mandatory on all undergraduate courses?

and

2. Managers (new or experienced) go to ‘practise’ their management skills? So much of what we see in corporate/organisational L&D is about presenting theories, models, competency frameworks, performance monitoring etc and less about offering these delegates the chance to practise new skills or behaviours. Group learning through experiential activities is a great way to offer people a non-contentious and safe ‘practice field’ for a wide rnage of management and ’soft skills’ rehearsal – but how do we get employers to provide more of it?

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