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  • Appreciating Success: Giving and Receiving Positive Feedback
    communities htm Top SEQ Style Effect Questions appraisal method Introduction It often happens that feedback to group leaders from group members is presented within a positive negative frame so that the leaders ONLY hear about what springs to mind when people are thinking about positives and negatives A positive negative frame may not be tapping into other kinds of potentially useful feedback that group members could contribute Even worse a positive negative frame can even stifle positive negative comments some people clam up when asked to give criticism while others build up a defensive wall when they know that critical feedback is on its way SEQ Style Effect Questions SEQ is one of many alternative ways in to giving feedback Its particular strength is that it tends to focus on what most people want to hear what they were like what effect they had how well they communicated plus an opportunity to ask their own questions to the group Style What 5 separate words i e not a 5 word phrase best sum up how this leader went about their task What kind of leadership style best describes how this leader performed In what ways did this leader not fit in with that particular style if any Effect What effect did this leadership style seem to have on the team as a whole What effect did this leadership style have on you as an individual What effect did this leadership style seem to have on getting the task done Questions Ask for questions from the group to the leader especially questions that focus on communication issues e g was there anything that the leader said or did that puzzled you at the time Ask for questions from the leader to the group especially questions that invite further feedback see Warm Seat for guidance on this As a facilitator you are a kind of leader so an excellent way to demonstrate SEQ at work is to use the SEQ framework for feedback on your own style and effect and communication If you feel reluctant to put yourself in this position take it as a sign that SEQ may not be appropriate for this group at this time But don t forget that leaders need quality feedback at some time if they are to learn from their experience of leadership rather than simply having an experience of leadership The leader is a natural focus of attention when it comes to giving feedback But not everyone in the group may find themselves in a leadership position See Programme Design for Leadership Training SEQ can apply to the carrying out of any other role or responsibility within a group and can even be applied to the role of team member See the Feedback section of this online guide for more feedback and appraisal techniques Top PMI Plus Minus Interesting The whole world of creative and lateral thinking is about escaping from two dimensional pictures of the world Both change and creativity are assisted by

    Original URL path: http://www.reviewing.co.uk/success/success7.htm (2016-02-10)
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  • Success Store: Creative Reviewing Tools for Developing Potential
    record their feelings about a challenging activity on AUDIO TAPE just before embarking on it and then playing back their words as a prelude to their story telling 5 COMMUNICATE ON ALL CYLINDERS Use a VARIETY of review techniques in order to give individuals plenty of scope for expressing their positive experiences Remember that individuals learn in different ways so provide opportunities for private reflection as well as for small and large group reviews Also provide opportunities for art work writing talking and for acting or performing Vary the pace Vary the setting use indoor and outdoor locations for reviewing Include music Use meandering open ended methods And use business like tightly structured ones Involve learners in setting the agenda but don t abandon your own The more variety you provide in reviews the more you are helping learners to mobilise their WHOLE BRAINS for learning Stimulation is as important during reviews as it is during the activities being reviewed BALANCE In all these strategies ensure you achieve an optimal balance for development By building a platform on success you will be more able to tackle failure in a constructive way See the pages about balancing success and my review of Professor Emler s Self esteem The Costs and Causes of Low Self Worth a thorough review of self esteem research that questions many common assumptions about self esteem Top What s in your Success Store The more learners know about their own recipes for success the greater the chance that they will use them again Also the very process of studying the secrets of this success makes future success more likely whether or not clear recipes are produced Ask learners to imagine they run a SUCCESS STORE This store is full of items that will help them to be successful Ask them to take a look in their store and tell you what they see This is similar to the My Ten Best Points exercise But best points is about things that people ALREADY do well and may not reach into their latent capacity and unformed potential The Success Store identifies early signs of success It catches them in the bud If success is not spotted and encouraged in its early stages it may not put in another appearance Supporting the early stages of developing a new talent is the most critical job in developing potential Mature lifelong learners may need even more support at this stage of learning than do young lifelong learners Ask people from time to time to check the shelves of their Success Store and tell you what they see As they get used to the idea the shelves will slowly fill up See it as a stock taking exercise This is NOT a needs analysis That would involve itemising what is NOT on the shelves It is an audit of what you already have even if in only small quantities or even if it is something that is not always visible on the shelf

    Original URL path: http://www.reviewing.co.uk/success/success8.htm (2016-02-10)
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  • Best Websites about the Transfer of Learning
    do to assist transfer Ten Ways to Make Training Stick archive copy at archive org by Susan Boyd 1996 Actually 30 ways 10 before 10 during 10 after Who Else Wants to Improve Training Transfer by Bob Pike Common sense questions organised into four groups to help them become common practice Plus three quick tips from Optimisng Training Transfer THE TRANSFER OF LEARNING BEFORE Four Tips to Make Training and Development Work by Susan M Heathfield That Was a Great Class But by Allison Rosset Provides examples of mixed messages the training message not being supported back at work and consistent messages the training message being well supported in the workplace Useful checklists for prequalifying managers supervisors and trainees for their training Training will be a waste of time unless all boxes are ticked agree 12 bullet points listing potential barriers to training transfer and improved performance THE TRANSFER OF LEARNING DURING Transfer of Learning by Alex Ip Associate Director CDTL A brief concise and realistic overview of key issues about transfer within and beyond the classroom Draws on the hugging and bridging strategies identified by Perkins and Salomon i e hugging for near transfer and bridging for far transfer THE TRANSFER OF LEARNING AFTER A process approach to the transfer of training part 1 by Marguerite Foxon A process approach to the transfer of training part 2 by Marguerite Foxon Turning Learning into Action by Emma Weber Everyone Wins 4 Tips for Employee Training Transfer by Susan M Heathfield Follow Through that Delivers Results Detailed descriptions of the Fort Hill Company s web based products and services supporting the transfer of training THE TRANSFER OF LEARNING AND CREATIVITY Transfer of Learning Cognition Instruction and Reasoning by R E Haskell 2001 List of Haskell s 11 principles including the most

    Original URL path: http://www.reviewing.co.uk/transfer/index.htm (2016-02-10)
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  • How to Transfer Learning and Give Your Training Lasting Impact
    focus on the future Reviewing how transfer is happening Models of transfer bridging the gap with your favourite vehicle for change Transfer plan action plan learning plan Writing smart objectives with muscle Rehearsing what if scenarios HOW TO TRANSFER LEARNING DAY 2 MAKING TRANSFER INEVITABLE Growth capacity and potential Storing success Working with stories and metaphors Working at different levels MAKING LEARNING READY TO USE hooks internal and external talking with different people about the course CUSTOMISING LEARNING TRANSFER travelling alone creating and using support action plans or learning plans preferred learning style BEYOND THE TRANSFER OF LEARNING translating and transforming what do you do with unfinished learning evaluation measures and supports transfer More information please contact Roger Greenaway New Strategies and Techniques for enhancing the transfer of learning Future transfer programmes will be redesigned to include these strategies A partnership view of transfer in which potentially significant others are included as supporters of lone learners Ideas adapted from Broad and Newstrom s Training for Transfer matrix A process view of transfer in which the likely sequence of successful transfer is analysed with an eye for weak links in the causal chain Strategies for preventing and overcoming these weak links design strategies learner strategies and partnership strategies Inspired by Marguerite Foxon s process view of transfer A learning styles approach to transfer using two distinct strategies Ensuring that each learner at each stage can adopt a multi style approach to transfer Ensuring that each learner at each stage can play to their strengths preferences An analytical approach to transfer in which learning designers are clear about where the learning is on the near far scale transfer translate transform and adopt appropriate strategies A creative approach to transfer which becomes increasingly important towards the far end of the transfer spectrum as job roles become less routine and more flexible and where continuing learning is essential for continuing transfer Inspired by Robert Haskell s review of research about the transfer of learning A future options approach to transfer which steps outside the norm of planning for transfer and considers the potential value of also approaching the future with learning plans predictions considering possibilities describing choices making decisions practising testing rehearsing imagining and even dreaming A rich learning approach to transfer meaning that the original learning is in the richest possible learning environment not just reading or writing but being as active and creative and sociable as possible during the initial learning and where relevant these extra techniques Future Walking walking through the helping and hindering forces the learner expects to encounter when attempting transfer Back to the Future focusing on past and present experiences and resources that will help the learner on their journey towards their transfer goal Poems vs Plans a way of considering Prof Haskell s finding in his review of transfer research that creativity and innovation are the key to transfer Dream Drawing a way of visualising successful transfer and seeing success Making learning sticky a series of questions

    Original URL path: http://www.reviewing.co.uk/transfer/transfer-training.htm (2016-02-10)
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  • Ending a group: closure exercises when there's a lot to review.
    into a hat A representative from each sub group picks an item from the hat The group have a few minutes to prepare for the re enactment of their example of not learning This process may be too controversial for using near the end of a course By highlighting missed learning opportunities opportunities for learning are re opened Scope for humility and humour Millennium version 1000 YEARS OF LEARNING FROM EXPERIENCE LEARNING FROM EXPERIENCE RECORDED HIGHLIGHTS Same as above but without the not For more ideas about end of course action replays click here Millennium version 1000 YEARS OF DAILY CHORES A VOTE OF THANKS A group will often benefit from highlighting the little things that go un noticed A Vote of Thanks is a fun way of showing this appreciation and including everyone Millennium version MY FAVOURITE CENTURY MELTING MOMENTS Each individual highlights treasured moments that they want to remember and carry with them These might be funny profound or both If individuals are each choosing similar moments you can encourage a more varied response by using a few rounds to introduce new angles Millennium version CYNICS CORNER REVOLVER It is important that people don t stifle their cynicism or doubts for a whole course This will undermine the potential value of the course for all involved Gestalt exercises such as the empty chair provide a useful means of exploring doubts and uncertainties A more sociable and enjoyable way to explore uncertainties is through Revolver But this may need to be followed by individual work Millennium version FORGOTTEN TREASURES GIFTS and a ROSE TINTED REPLAY A Gifts exercise brings out contributions from others that deserve attention and acknowledgement A Rose Tinted Action Replay is a chance for the whole group to place a positive spin on the experiences they have shared together This will be an entertaining mix of fact and fiction On the serious side groups or individuals that tend to see events as total success or total failure can use creative re enactment to discover a more balanced and optimistic view of events For more reviewing ideas about highlighting using and appreciating success click here Millennium version CHANGING HISTORY CHANGING HISTORY Same title Different exercise In sub groups choose an event during this course that with the benefit of hindsight you wish had turned out differently 1 Act out how it actually happened 2 Act out how you wish it had happened 3 Act out how you will apply your learning from this experience to a future event This can be a group exercise or an individual exercise using others as and when needed Millennium version NEXT MILLENNIUM TOMORROW NEXT WEEK NEXT MONTH NEXT TIME Same text as for Next Millennium Project any of the above review activities into the future in the form of hopes dreams jokes or predictions Millennium version THE COMPLETE MILLENNIUM MUSICAL abridged GO ON TOUR WITH A BRIEF HISTORY OF THE FUTURE Going on tour is not really a time saving technique

    Original URL path: http://www.reviewing.co.uk/toolkit/1000endings.htm (2016-02-10)
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  • Millennium Madness: ideas for reviewing a lot in a short time!
    the hat The group have a few minutes to prepare for the re enactment of the event The audience may be involved in parts that do not require rehearsal Review Technique 1000 YEARS OF LEARNING FROM EXPERIENCE Same as above but without the not You may want to focus on scientific inventions Review Technique 1000 YEARS OF DAILY CHORES Another angle on social history how ordinary people lived Yes more small group re enactments Creative thinking is in a bit of a groove here Review Technique MY FAVOURITE CENTURY Individuals choose any century from the 10th to the 19th but not the 20th and say why that particular century appeals to them Review Technique CYNICS CORNER Make a list of events over the last 1000 years that have been hyped up way beyond their actual significance starting with the end of this calendar year and working backwards Review Technique FORGOTTEN TREASURES An antedote to cynics corner Highlight little known or invented moments of history since 1000 AD that really should have received much more attention These moments of history can come from people s own lifetimes Review Technique CHANGING HISTORY Think of one event invention or person that could have turned out differently or one event invention or person born at a different time Act out what did really happen as far as you know Act out the new and improved version of events Review Technique NEXT MILLENNIUM Project any of the above review activities into the future in the form of hopes dreams jokes or predictions Review Technique THE COMPLETE MILLENNIUM MUSICAL abridged Since creating this list I ve found there s a musical now touring the UK that I really must see The Reduced Shakespeare Company is on tour until the end of the millennium with a musical

    Original URL path: http://www.reviewing.co.uk/toolkit/1000ideas.htm (2016-02-10)
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  • Reviewing with large groups
    even things up roles can be reversed at half time The first teams of investigators can focus on the activity experience the second team of investigators can focus on learning and the future QUESTION PAPERS Large sheets of paper each with a question are scattered around the reviewing area In the time allowed ask everyone to visit a certain number of question papers and to record key points from their discussions One or two people can be asked to specialise in each topic These people remain at the flipchart for their topic and record key points Feedback can be to a plenary session or by everyone touring a display of the question papers SHARING EXPERIENCES OR LEARNING THROUGHOUT THE LARGE GROUP Four examples DISPLAY Display flipcharts pictures collages sculptures newspaper front pages or other artefacts or souvenirs from the reviewing session FEEDBACK via DRAMA action replay many variations possible or a learning journey on the theme of past present and future FEEDBACK via POEMS or SONGS an entertaining and inspirational way of sharing experiences following an independent creative reviewing task PLENARY FEEDBACK Feedback from each subgroup in a plenary session This can be a big yawn session unless feedback is tightly controlled or imaginatively presented But flashy presentations alone do not solve the numbers problem when there is a lot of experience and learning to share in a short space of time 4 x 4 Feedback within new subgroups each having one representative from each of the reviewing subgroups e g if a large group of 50 people have each just reviewed in 5 groups of 10 learning can now be shared across all 5 groups in 10 groups of 5 So why is it called 4 x 4 Because I first used this method in a group of 16 people Scale it up as you like but keep the sharing groups small to encourage sharing of a worthwhile quality unless all you want is a sharing of headlines TIME KEEPING If you expect reviewing tasks to be achieved within a certain time or if you expect review time to be shared out fairly within a subgroup be sure to appoint a timekeeper within each subgroup To reconvene large groups be imaginative and original in the methods you use That s all I can say I ll just leave you with plenty of space to be original MORE BIG IDEAS and some little ideas for reviewing with large groups IDENTITY CARDS If you want reviewing to happen in different sized groups it is very convenient if each individual has a multiple identity For example if the large group is 40 people deal out a deck of playing cards minus the picture cards If I have a 5 of diamonds for paired discussion or buddy support my partner can be same number same colour the 5 of hearts A partner in the same suit could be same suit together you total 11 the 6 of hearts For groups of 4 find

    Original URL path: http://www.reviewing.co.uk/toolkit/large_groups.htm (2016-02-10)
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  • 100+ Active Reviewing Methods from Reviewing Skills Training
    each other The gifts represent qualities that were in evidence during the event being reviewed http reviewing co uk feedback htm GUIDED REFLECTION Participants lie down and listen while the reviewer talks through what happened in a way that prompts reflection HUMAN SCULPTURE is an active way of looking at patterns and relationships in a group The method can be used to highlight different patterns at various times during the activity THEME SCULPTURES INDIVIDUAL SCULPTURES SYMBOLIC SCULPTURES INDEPENDENT REVIEWING Suitable independent review tasks ACTION POINTS ACTION REPLAYS ART GROUP POEM GROUP SONG NEWS REPORT making a TAPE RECORDING or VIDEO about the last activity PREPARATION FOR APPRAISAL QUESTIONNAIRES REVIEW DISCUSSION PREPARATION REVIEW DISCUSSION OBSERVATION LABELLING in this exercise enables people to experience what it is like to be in other people s shoes LEARNING TO LEARN For many people the most lasting impact of activity based learning is that they are learning to learn in new ways A MODEL OF LEARNING REVIEWING TO DEVELOP LEARNING SKILLS METAPHORS extend the power of words and phrases by using them out of their original context METAPHOR PORTRAITS TEAMWORK METAPHORS EXTENDIBLE METAPHORS MID ACTIVITY REVIEWING an easy way to sell reviewing especially if making use of a break during an activity in which people are having difficulties and want to succeed HALF TIME COMMENTARY PAIRS QUESTIONNAIRES OBSERVERS MID REVIEW ACTIVITY Interrupting discussion with action can help to keep a group alert An active interruption can help a group to clarify test out or visualise something that has been said CHECKING THE FACTS CHANGING THE PAST TESTING ASSERTIONS VISUALISING AN ACTION POINT OBJECTIVES BALANCING OBJECTIVES ARROWS 1 ARROWS 2 GRIDS OBSERVING Observing and reporting back observations can heighten awareness of self others and group dynamics OBSERVATION PROJECT OBSERVING BLINDFOLDED PEOPLE REPORTING OBSERVATIONS An observer may be asked to record POSITIVES IDEAS DECISIONS SUPPORT QUOTES DIAGRAMS SOCIOGRAM HAPPY CHART TIMES etc quote PLAYBACK is principally written for those working with young people But review activity is ageless It is also interdisciplinary Hence there is much of practical value not least the excellent bibliography for anyone involved in development activity where review is an integral feature Jeffrey Gold in Education and Training PERFORMING describes how without training in drama skills people can create and produce a play for performing to an audience A PERFORMANCE BASED ON ACTION REPLAYS PICTURES create many talking points create opportunities for informal one to one reviewing and can stimulate more insightful discussion than even the most skilled questioning CHOOSE A PICTURE MAKE A COLLAGE DRAW OR PAINT A PICTURE BEFORE AND AFTER PROBLEMS AND ACHIEVEMENTS http reviewing co uk pictures intro htm PLAYBACK When playing back a video or audio recording there are several ways in which it can be used for reviewing These are some of the options CHARTS QUESTIONS CHANGES SOUNDS SIGHTS BRIEFING STATEMENTS INCIDENTS POSITIONS quickly allows everyone to make their position clear on a particular issue and increases participation in discussions LINE UPS ABOUT GROUP BEHAVIOUR LINE UPS

    Original URL path: http://www.reviewing.co.uk/toolkit/methods.htm (2016-02-10)
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