When upskilling staff, we want the learning to stick, says Jade Custerson – and here’s how we can make sure it does…
What was the most impactful training you’ve ever attended? A quick poll within my network of EY practitioners threw up a wide variety of subjects, including Makaton training, first aid and outdoor play.
However, when I asked, ‘Why?’, all the answers had three recurring themes: the training was practical, interactive, and challenged the practitioner’s current way of thinking.
It is likely not news to you that children learn more effectively when they are active. Guidance such as ‘Birth to Five Matters’ strongly advocates for this.
But contrary to belief, recent Harvard studies suggest that this does not change as much as we think as we get older!
In the past, the standard teaching model was the Victorian style of silent, impassive, and seated learning. Thankfully, times have changed for our children; and they should change for us, too.
According to a study published within the National Academy of Science, even those who believe they learn most effectively using the traditional approach scored higher in their ability to remember facts when taught using active learning strategies.
In fact, students who were taught via the old school method were found to be one and a half times more likely to fail an exam than those who were taught using a more dynamic approach.
Just as children learn in a variety of ways, so do adults. When planning the structure of your training, then, consider incorporating a range of approaches to get the point across; the more engaging the better.
Videos, podcasts, games, quizzes and even a scavenger hunt will ensure you meet those needs for visual, kinaesthetic (active), verbal and auditory learning, giving everyone the best possible chance of embedding the knowledge.
Personally, I am always looking for more practical and interactive ways to get my point across, using as many bells and whistles as possible – because it has been proven to help practitioners in retaining information.
Don’t be afraid to think creatively when developing training
I have thrown a beach ball around a group to demonstrate the ‘catching and returning’ aspect of sustained shared thinking, and hidden pieces of a puzzle to highlight the importance of having all the information when it comes to making safeguarding decisions.
These actions help to break the ice and get a few laughs, but most importantly, they make the training memorable.
Of course, I’m not suggesting that the training needs to have practitioners literally jumping through hoops. Generally, though, the more engaged that practitioners are, either verbally or physically, the more likely it is that the information you are delivering will be retained.
And if you’re less confident in getting practitioners up and about, there are so many other ways to keep everyone engaged. Group work encourages active participation, and we can often underestimate the knowledge that colleagues can lend one another within group discussion.
Pop quizzes are also a fantastic way of encouraging teamwork and identifying if there are any common gaps in knowledge across your team.
Another key aspect of making learning interactive is ensuring the trainer is approachable. I always begin a training session by letting those present know that I am open to questions.
Staff should be encouraged to view any training as a two-way street, and you want to ensure they know that you appreciate their involvement. Rather than holding off until the end of the session (when staff may have already moved on to thinking about what is for tea!), make it a habit to stop occasionally, ensure everyone is following and address any queries.
A useful way I find to encourage participation is to rephrase, ‘Does anyone have any questions?’ to, ‘What questions do you have for me?’. This tends to encourage people to be more forthcoming.
Your body language also matters here. Try to display ‘open’ gestures (such as palms facing upwards) rather than crossed arms and legs. You will be amazed at the difference in reception these little actions can achieve.
So, we have explored ways to make training practical and interactive; but how do you make training inspiring, and encourage new ways of thinking?
I have been lucky enough to attend several training sessions that have had a profound impression on my practice. I remember being a fresh-faced, childcare student and being asked to bring in a special item by a new lecturer.
I had assumed we were going to be involved in an ‘all about me’ session, however, when the lecturer dumped a box on the desk and told us she would be holding onto what we’d brought for a week, mayhem ensued!
Not one student was happy to part with their precious possession. This, of course, was the point. The lecturer reminded us that the parents were entrusting us to care for their most cherished ‘item’: their child.
This way of putting us into the parents’ shoes really hit home for me as a young practitioner with no children of my own, and gave me a new way to relate.
By sparking an emotional reaction, you can really enhance the experience and personal impact of your training. Don’t be afraid to think creatively when developing training that will encourage staff to look through the eyes of the children they care for.
I’ve seen staff moving around the setting at child level to gain a new perspective, and on a more extreme level, a colleague of mine recalls being accosted with no warning by a trainer with a cold, wet flannel to show how a child may feel when having their face cleaned.
Whilst I don’t particularly recommend ambushing staff during your own training, it does provide food for thought as to how we can encourage reflective practice and ‘make it stick’ within the minds of practitioners.
Continuous professional development is the key to success in every setting. Through effective training we can motivate, educate, and inspire practitioners.
So, I leave you with this challenge: consider what steps you can take to make your training practical, interactive and thought provoking. Because a ‘hands on’ training session will always leave the best impression; hands down.
Even the most engaging training can’t be successful if the room isn’t right. In fact, studies suggest that learning environments can affect achievement by up to 23%. Follow these tips to give you and your staff an advantage from the start.
Check the time Consider the time of day when you are providing your training. Though there will be some constraints on daytime training due to the nature of our work, staff may find it difficult to focus in the evening after a full day of teaching. Sessions in daylight hours will boost productivity and engagement.
Location, location Ensure the room is comfortable. Think about lighting, seating and ventilation; this will create more positive conditions for learning. And if the weather is good – why not head outside?
Think small In my own experience, practitioners respond better within smaller groups, amongst familiar faces. If you are planning on delivering training to a large group, consider breaking it up into smaller ones, to increase participation levels.
Jade Custerson is an early years teacher.
