LEGO® Serious Play® (LSP) is having a moment, and rightly so. It’s thoughtful, inclusive, creative, and surprisingly powerful. But with its rise in popularity comes a familiar question:
 
“Which LEGO® Serious Play® training should I choose?”
 
If you’ve ever Googled this, you’ll know the landscape can feel a bit… foggy.  Different providers. Different promises. Different price points… and a whole lot of talk about certification.
 
So, let’s bring some clarity.

Let’s shine a lighthouse beam through the confusion and help you choose the training that genuinely fits you.
​

​There are many providers, but most training falls into one of two categories: Those that focus on Certification / Accreditation, and those that focus on the Method and how to apply it, like the LSP One-Day Workshop.
 
Before we go any further, I feel I should point out that LEGO® made LSP Open-Source in 2010, meaning certification is NOT required to use LEGO® Serious Play®.  There is no licence. There is no mandatory accreditation.  Certification may be valuable to some, but it’s valuable because of the facilitation development, not because it grants permission.
 
Now that’s out the way, let’s take a deeper dive into the differences.
​

These programmes tend to be multi‑day, immersive experiences. They often include:

• Deep dives into facilitation theory
• Group dynamics
• Advanced build techniques
• Multi‑stage LSP processes
• Practice facilitation
• Feedback and coaching
• Mixed ability groups
• Depending on the provider, they may also add extra layers to the original method 

 
They are typically designed for people who want to develop or strengthen their facilitation skills, sometimes from the ground up.
 
If you’re newer to facilitation, or you want a broad, formal intensive experience that covers both LSP and general facilitation approaches, this type of training can be a good fit.
​

​One-Day workshops are shorter, more targeted sessions designed for people who already know how to facilitate learning and who want to add LSP to their professional toolkit.
 
They focus on:

• Understanding the LSP method
• Practising the core process
• Exploring metaphor and storytelling
• Testing out how it works as a learner
• How to apply immediately with own learners and clients
• Adapting LSP to their own context
• Building confidence with peers

 
This type of training assumes you already understand:

• How adults learn
• How to manage a room
• How to guide discussions
• How to facilitate 
• How to design learning experiences

 
In other words: It’s for experienced trainers, facilitators, educators, and coaches who don’t need to relearn facilitation, they just want to explore the LSP method and how to apply it.
 
This is where the Curious Lighthouse LEGO® Serious Play® One‑Day Workshop sits. It’s not about teaching you how to facilitate. It’s about giving you a creative, safe, small‑group space to explore the method with peers who “get it.”
​

Imagine learning about LSP is like driving.

• Certification training is like an intensive driving school, ideal if you’re learning the whole skillset from scratch in a condensed timeframe.
• The LSP One‑Day Workshop is like learning to handle a new type of vehicle when you already drive confidently.

​Both have value. But you don’t need to relearn the basics if you’re already experienced on the road.
​

Here’s a simple way to decide.
 
Choose certification / accreditation training if:

• You’re new to facilitation
• You want a broad, multi‑day experience
• You want structured practice in general facilitation skills
• You prefer a more formal, intensive learning environment
• You want a deep dive into the full LSP ecosystem

 
Choose a method‑focused workshop (like the Curious Lighthouse LS One‑Day Workshop) if:

• You’re already an experienced facilitator, trainer, educator, or coach
• You understand how people learn
• You want to explore LSP without re‑learning facilitation basics
• You prefer small groups and peer‑level discussion
• You want practical, ready‑to‑use activities
• You want a psychologically safe space to ask questions and experiment
• You want to learn the method, not earn a badge

 
Neither option is “better.”  They simply serve different needs. 
​

Choosing the right LEGO® Serious Play® training isn’t about status, badges, or doing what everyone else is doing. It’s about choosing the learning experience that matches:

• Your background
• Your confidence
• Your goals
• Your facilitation style
• Your learners’ needs

 
When you choose the training that aligns with you, the method becomes a natural extension of your practice, not an add‑on, not a gimmick, but a genuinely powerful tool.
 
If the LEGO® Serious Play® One-Day Workshop sounds like something you’d like to explore more, then check out all the details at: https://www.curiouslighthouse.co.uk/lsponedayworkshop.html or get in touch with me at Nikie.forster@curiouslighthouse.co.uk
 
Happy LEGO®’ing!

It’s not uncommon to see photos of me designing my workshops in a coffee shop, often with a latte in hand and a cozy corner claimed for the morning. But before you think this is just about my love for lattes (although I do enjoy a good Soya Vanilla Latte!)  or my appreciation of coffee shop decor, (although I do love an eclectic mix of random lampshades and mismatched furniture!) let me share a deeper secret. The real reason I gravitate to these spaces is for something I like to call “distracted reflection.”

I’ve long held the belief that those who help others learn and develop, are natural learners themselves.  Whether it be taking on a personal challenge that taxes the brain, or learning a whole new skill, we seek out new experiences to help us understand how to make sense of things, which in turn helps us understand how others learn too.

One of the things I’ve most enjoyed learning this year has been how to paint.  Well, that’s a bit of a stretch… I’ve learnt how to follow instructions for how to paint to get the basics, and then gone off on my own tangent to add some personality. (Hence the boldly coloured quizzical chickens I recently painted!)

On reflection, I think this is how I design my training sessions.  Whether it’s helping managers to manage their people better or enabling L&D professionals to add another method to their own tool kit.  My approach is to create a solid foundation, but then encourage some intentional tangent exploring so people can make it work for them. 

I believe this approach is more likely to enable learners to get the most from sessions as they can apply it to their own needs.

I see my approach as the bridge between ‘one size fits all’ and ‘information overload!’

How do you learn best?  

- * - * - * - * -

To find out more about Nikie's Managers and Trainers development workshops and programmes, head to ​https://www.curiouslighthouse.co.uk/

After a short period of slight dejection! (I wasn't the genius I thought I was!) I realised this was actually a good thing. More people, means more ideas! So, I went on a hunt to find out more, and that's when I realised there were vast communities, all over the world, and they were all talking about something called LEGO® Serious Play®!

So, I took a deep dive into this world of LEGO® Serious Play® (LSP)... And according to many websites at the time, it looked like I needed to attend a rather expensive programme and become certified.  It all looked rather more ‘serious’ than ‘play’, so at that point I simply carried on with my own version and found myself calling it ‘Learning with LEGO’ instead.
​
Fast-forward to now, I’ve done a lot more research into both LSP and using LEGO in learning and thought I’d jot down a few notes about what the differences are.

Well… the way I describe it is like this:

• Learning with LEGO bricks: Activities which uses LEGO bricks to help learners engage in a topic or a discussion.
• ​LEGO® Serious Play®: A methodology which uses a series of facilitated iterative steps to build a deeper conversation. 

Let’s dig a little deeper shall we…

Let’s image you’re running a workshop for new managers, and you want them to think about what’s involved in being a people manager.

• Get your learners to take a piece of paper and divide it into 6-8 sections.
• Then ask them to consider the role of a manager and choose LEGO bricks that might represent their answer and place them in each section.
• Example: A brick that looks like a crown may represent extra responsibility for people in the team etc.
• Then get them to share what they chose and why.
• Continue the conversation in the session.

​Want more ideas for using LEGO® in learning?  Check out: Training activities that support LSP methodology (An 80-page Digital Download)

Let’s take that same idea of working with a set of new managers, and you want them to think about what’s involved in being a people manager.

• You’d start off with a skills building activity.  These gets them use to handling the bricks and assigning meaning to them.
• Then, you might ask them to build a model that represents a great people manager.  (This may be based on a great manager they have had in the past, or completely made up.)
• Each person shares their model and what it represents.
• Then, you could ask them to build a shared model that represents a great people manager.  They’d use their original model to help create this landscape and collaborate to come up with the answer.
• The team would then share their narrative.
• Further steps could be taken to look at other elements such as what skills are required, what are the challenges in being a great manager etc.  Each time the answer is built, shared, and added to the shared model.

Want to find out more?  Check out: ​A step-by-step guide to using the LSP methodology (A 56-page Digital Download)

Do you have to be certified to host Lego® Serious Play®?
NO! In a nutshell. This was very confusing for me when I first found out about LSP. I have many professional qualifications in L&D and thinking that I had to spend thousands of pounds to learn how to facilitate (which I could already do,) was a big turn off.  LEGO® originally did have certification programmes but in 2010 they made the whole thing open source, meaning anyone can run a LSP session if they follow these guidelines and have the facilitation skills to do so.

Do I need to use special bricks?
No.  There are some sets that carry the LEGO® Serious Play® name, and I really like the starter sets.  But you do not need any special bricks.

Why use LEGO bricks in Your Training, Facilitation, or Coaching Session?
The process of making something, which is then discussed, can lead to much more valuable, insightful and honest discussions than simply posing a question and expecting everyone to have an input. Imagine using this in your training, facilitation or coaching sessions, where normally quieter participants often don't share their inner thoughts, and extroverted participants forget to reflect!
 
Where can I find information about Lego® Serious Play® and Learning with LEGO bricks.

I’d start with the Open-source doc then the two guides highlighted above.

And, if you’re based in the UK and are looking for a hands-on approach, then check out the One-day Workshop - Introduction to LEGO® Serious Play®
 
Happy onward LEGO adventure!

Hi I'm Nikie Forster.  Thanks for taking the time to read this blog and find out more about LEGO and how it can be used in a learning environment.  Want to find out more? Head on over to www.curiouslighthouse.co.uk/

I’ve recently made a conscious decision to swap out my handouts to notebooks in my training sessions!

In the past I have created handouts for my learners for the models and key points of each topic... printed these out and had these available on the day.

Going forward I plan to email these handouts AFTER the session. (I still have a process in place that enables people to request notes prior to session for various reasons - Dyslexia, Anxiety, Overwhelm, simply wanting to be prepared etc.)

Instead of these pre-printed handouts, learners will now get a notebook, pen and set of stickers.  We'll spend some time at the beginning of the programme talking about 'creating your own handout' via the notebook, with key headings, stickers, reflection notes and Continued Personal Development etc. 

The sticker titles I choose to create where:
 
🩷 SHARE THIS: Sharing learning with colleagues and peers
❤️ TRY THIS OUT: Creating momentum to give new learning a go
💛 KEY POINT: Takeaways from the session
🩵UNRELATED (But still important): Highlighting that when something pops into a learners head mid-session, it should still be captured for later... or it will remain a distraction
💙 MAKE A PLAN: More actions required
🧡 I HAVE AN IDEA: Ways to make the learning a reality
 
(Of course, my learners can choose to associate any meaning with the stickers, but these are the ones we'll talk about at the beginning of the session to help get them in the right frame of mind.)

My hope is they create a personal and more memorable account of the programme, and it continues to be used well after the programme has ended.

(Plus the colourful notebooks will stand out when things get 'filed' in draws etc.)

I'll let you know how it goes!

So, I’ve been using the notebooks and sticker now for just under a month in my workshops, and I have to say they’ve gone down very well!

I’ve made a point at the beginning of workshops of talking through the notebooks and stickers and how to use them. I’ve also built in extra time during the workshops for my learners to capture their ideas and thoughts.

For workshops that run over several days, we’ve spent some time recapping on notes at the beginning of the workshops and drawing out the key learning points.

I’ve had comments abouts:

• Feeling more in control of the knowledge being taken away
• Being able to access key points more easily because of the indexing page and stickers
• Loving the stickers which makes people think more about capturing specific ideas

​So, will I continue to use my notebooks instead of workbooks? 

You bet ya!

(Want to find out more about the type of training I offer? The check this out: https://www.curiouslighthouse.co.uk/

#curiouslighthouse
#managementdevelopment
​#makinglearningstick

CONSIDERATIONS FOR A TRAINING ENVIRONMENT?

(Remember everyone is different, so these are just a few possible combinations.)

ATTENTION
Situation: An AuDHD participant MAY struggle with maintaining attention and focus during training sessions, especially if the material is lengthy (ADHD trait), but they could also fixate on a certain topic wanting to drill it down for complete clarity (ASC trait).

Good practice for all: Design your training so it breaks down into smaller chunks. (Give context, then step by step instructions as they are required.) Allow for different interaction levels, and space to reflect and deep dive into certain areas.  Be prepared to bring things back on topic but allowing for outstanding questions to be captured for post workshop conversations.

SENSORY OVERLOAD:
Situation: Training environments can involve a lot of sensory stimuli such as noise, visual presentations, and crowded spaces. ADHD and ASD share this common trait for experiencing sensory input differently.

Good practice for all: We are often not able to choose the rooms we train in, but if you can try to get one with the least possible distractions it will help.  Also consider the following: Assess if some of the lights can be switched off.  Try blanking your presentation screen when not in use (Control B on your keyboard).  Avoid playing music with lyrics when people are trying to focus on an activity.

UNDERSTANDING AND APPLYING NEW CONCEPTS:
Situation: Imagine the scene, you’ve just asked your learners to get into groups, work on a hypothetical scenario, and come up with an action plan to present back to the other groups.  Not an uncommon training practice. The issue here is that understanding abstract or hypothetical concepts can be a struggle (ASC trait) but also there may be an issue with processing and retaining new information, particularly if it requires sustained attention or working memory (ADHD Trait).

Good practice for all: Consider having real life scenarios that participants can relate to.  Have specifics and be prepared to answer more questions about it.  Consider sending out pre-work highlighting which topics will be included in the session.  If they choose to be the spokesperson for the group presentation, allow them to confer with their team if everything was covered.


SOCIAL INTERACTIONS AND GROUP ACTIVITIES:
Situation: Business training often involves lots of people attending that may not know each other.  Add into the mix group activities, discussions, and certain exercises there’s a lot of interaction here. The variety of doing something new can be very appealing (ADHD trait) but interpreting social cues or engaging in reciprocal communication can be quite stressful (ASC trait).

Good practice for all: If possible, let people know prior to the session who is attending and what the set up is when they arrive. Have a good opening section that establishes expectations (ground rules), the agenda and a purposeful icebreaker can help the initial interaction.  Throughout the session allow for different levels of interaction, e.g. individual, pairs, group.  And most importantly let people know they are in charge of their learning, so if something works for them (Typing everything on a laptop or standing up and moving around) that’s all good too.


As you can see with ALL these scenarios, the suggestions given are headed ‘Good practice for all’.  This is because making any changes to enhance learning for a few individuals will often have a better outcome for everyone.

Over 25 years ago I convinced my store manager (at B&Q) that I should run an interior design workshop for our customers. The TV show ‘Changing Rooms’ was massive at the time and paint effects had taken off in a big way with everyone rag-rolling every wall and crackle glazing anything not nailed down!

Our café closed at 18.00 so from 18.30 – 20.30 it became my first unofficial training room! (I didn’t really know I was training back then; I just knew I had some knowledge about something people might be interested in and wanted to share it.)

We had a blast! For 8 weeks, customers turned up to find wallpaper pasting tables full of paints, sponges, rags, the occasional plant pot and broken tiles etc and proceeded to ‘have a go’. 

At the end of our 8 weeks, we had a little celebration and I handed out my rather basic certificates (No Canva back then!!) and that’s when I took these photos. (I ran numerous groups over several years)

This blast from the past reminds me that most people create a career from those moments when they’ve been able to ‘have a go’ and see if it works for them. But it takes an open-minded manager, and/or company to allow/encourage it and see where it leads.

For me, this led to me getting more involved in formal training and I’m so glad it did because here I am now, running my own training company and enabling others to ‘have a go!’

What did you 'have a go' at that turned into so much more?

#curiouslighthouse
#haveago
#trainthetrainer
#learninganddevelopment

"Creative learning is what takes place when the process of learning allows for creative exploration of a subject, time to digest knowledge before making a commitment to use it, and a culture of succeed or learn." - Nikie Forster L&D Consultant.
​
Sound simple enough right?   

Well, yes and no.  The trouble is we’re so use to receiving traditional training, where we expect to be given information and then construct action plans at the end of a session, we sometimes switch to autopilot. So, when someone rocks up and encourages us to find out the answers for ourselves… and oh by the way you don’t have to commit to anything at the end of the session, we can sometimes feel duped.  What are we paying them for if I have to do all the work?

​Ultimately, creative learning creates more independence, confidence and better decision making.  As previously mentioned, a traditional approach is top down.  ‘I have the correct answer, I will share it with you.’ This is often mirrored outside the training room with some managers coveting the ‘expert’ role.  A creative learning approach is more collaborative. ‘I’ll help you explore what the answer could be.’  The more this is done, the more people seek collaboration and try things out for themselves, increasing innovation and self learning. 

INITIAL TOPIC TRAINING

Group A (Traditional Training). Throughout the first part of the session, the trainer is keen to share information and models that will aid the managers to become better in their day-to-day roles.  There are PowerPoints, discussions, post-it notes, and role play to bring home the learning. The Trainer leads from the front and offers advice when tricky scenarios crop up.

Group B (Creative Learning). Throughout the first part of the session, the trainer is keen to allow the learners to explore the topics by using ‘creative exploration’. They use props and activities to allow learners to discover possible answers.  The trainer has prepared some models and stories to help the learners to dig deeper but will only use these if needed.

DISCUSSION

Group A (Traditional Training). Throughout the session, the trainer feels confident in presenting information to the learners and facilitating discussions by asking probing questions.

Group B (Creative Learning). Throughout the session, the trainer feels confident in allowing the learners to explore.  They facilitate discussions by allowing the learners to ask questions. 

CAPTURING LEARNING

Group A (Traditional Training). Towards the end of the session, the trainer is keen for the learners to create action points.  They believe this will drive transfer of learning back in the workplace.

Group B (Creative Learning). Towards the end of the session, the trainer explains that the best ideas on how to use their new learning, may come to them after the session has ended.  The trainer asks them to jot down any thoughts they may currently have, and then to review these ideas at a set time frame in the future and add to them.  The trainer explains that a follow up session will be available to explore these thoughts further.

AND FINALLY…

Group A (Traditional Training). The trainer uses the final part of the session to recap on the key take away points and gain some feedback on how the session went. This session is now complete.
​
Group B (Creative Learning). The trainer asks the learners to recap on the session and make a note of anything that would aid them further in this topic.  An agreed time frame is set to review the learning and a story or activity is used to bring the session to a thoughtful close.  No feedback is solicited at this stage, this will only be done after the review and via an online portal to allow people to create a considered response.

Did you spot the differences?

Before we go any further it’s important to say that there is nothing wrong with the traditional training outlined here.  It’s a solid training session and learners will still go away having acquired some new knowledge.

​But the group that attended the creative learning session, will have had a much more immersive experience.  And, because the session wasn’t closed down by agreeing to action points, they will feel more empowered to continue thinking about the topic and decide for themselves how they will apply their learning (with the help of the review session.) 

Here’s three ways to start introducing the concept of creative learning into your sessions.
​

1. Have at least one hands-on activity that allows learners to explore and find out for themselves what the answer might be.  The debrief is key here as this is ultimately where the learning will take place.
2. Leave action points / goal setting till they’ve had time to digest the learning.  A great way to do this is design more programmes and less one-off events.  That way you can build on learning over time, allowing for that all important gap for the brain to do its thing.
3. Work with senior leaders, and managers to let them know you’re encouraging a ‘try and learn’ element to your sessions. (They may need some support themselves in this area too!)

Nikie Forster is the owner of Curious Lighthouse Learning Consultancy Ltd, focusing on increasing competence and confidence in Managers & Trainers. For over 20 years, Nikie has used elements of creative learning in her training, but it was only in more recent years that she realised that her 3-point creative learning principles could benefit other trainers and facilitators to increase engagement in their own sessions.

One of the many props Nikie uses to aid creative learning is LEGO®.  To find out more head to:

​https://www.curiouslighthouse.co.uk/learning-and-development.html

As the sun rose over Salisbury plain hitting the stone circle, I breathed in deep and took in the magic of the moment.


Rewind 6 hours and I was completely out of my comfort zone. I had never ‘done’ the summer solstice before, not even in the comfort of my own home, let alone in a field full of strangers. It was cold, noisy, and was heavy with smells last encountered coming from the student union building at college!


As the evening continued, I settled into the environment, people mingled, sang songs, and moved around the stones exploring. As the fateful hour approached (somewhere around 4.40am) more people arrived, and we all faced in the same direction, feeling the warmth of the summer sun on our faces. 


Job done, we scurried back to reality and a massive full English at the local pub. But the experience lives on. This was 5 years ago, and that moment has stayed with me ever since.


How does any of this relate to training?


I’ve worked as an L&D professional for over 25 years now. At the very beginning, as a much younger naïve trainer, I expected people to leave bathed in new light and looking to change immediately. As I progressed in my L&D career, I recognised that learners often leave before the sunrise moment has had chance to take place. This is largely down to the ‘traditional learning’ approach: tell them something, check they understand it, set an action plan, off you go!!! 


So, I started doing some research and came up with my own version of Creative Learning Principles which I now use in my own sessions:


1.    Creative exploration – Playful learning
2.    Distracted reflection – Time for the brain to digest
3.    Succeed or learn – be prepared to not get it right first time and understand that’s ok


Training is an experience, it should allow for that moment when the sun rises, (Minus the student union smells!) It gives people the space to experience new things, to challenge what works and what doesn’t, to come together with likeminded individuals, to put into practice and recognised successes and future learning too


So, on this summer solstice, I’d like to know… how do you let the sun rise in your sessions?


https://www.curiouslighthouse.co.uk/workshops.html


#curiouslighthouse #summersolstice #learninganddevelopment

25th April was national DNA day. As an amateur genealogist, I’ve traced thousands of my ancestors and last year had my DNA analysed to find out more about my ethnicity.

Based on my previous research, I wasn’t surprised to see most of my clan came from the Midlands and Yorkshire area. (I’m pretty sure there are entire villages related to me in some way!)

Your own personal DNA is made up of 50% from your mother and 50% from your father. But it’s not a set 50%. If you have siblings, they may have a different variation of that 50% from each of your parents, which is why we’re all slightly different.

This ‘50%’ got me thinking about what we ‘inherit’ in the workplace. I work with a lot of Line Managers, and quite often we discuss why they do things in a certain way… and, you guessed it, it’s usually because their own, or previous line managers have done it that way too. So, it’s not a hard stretch to consider that we ‘inherit’ a % of our Managerial DNA (M’DNA) from others.

The good news is, that whilst we are pretty much stuck with the DNA we inherit from our parents, we are not stuck with the M’DNA we’ve inherited from previous managers. Being conscious of what you’ve inherited AND working out if it’s a good trait or not is the first step.

Interested in finding out more about your M’DNA? Check out the Lightbulb Management Development programme where we delve deeper into the topic… along with a ton of solutions to improve the M’DNA you pass on to others too!

Link to programme: https://www.curiouslighthouse.co.uk/lightbulb-managers-programme.html

#curiouslighthouse #managementdevelopment #dna

Apparently today (25th April) is National Telephone Day!

I’ve had this old phone for many years and love the idea that someone in the 1940/50’s installed this in their home as the latest fashion.

Since then, many people will have used it to share good news, sad news, important news and of course simply gossip on it!

What makes it even better, is it still works! And although we use our mobiles on a daily basis, this bit of history still sits proudly in the hallway (where all good phones use to sit!) and reminds me that while the tools we use to communicate are ever changing, the importance of communication remains the same. 

In fact, the topic of communication is the foundation to every Management Development programme I’ve ever run… because when we improve how we communicate, we improve our chances of better outcomes.

So, happy National Telephone Day! I hope you have some great conversations... on the phone and in person!

#curiouslighthouse 
#nationaltelephoneday
​#managementdevelopment

LEGO® is great for gaining engagement and involvement in sessions, BUT as an L&D professional my eye is firmly on the underlying learning principles, one of which is the debrief. 

Without a purposeful debrief you’re simply playing with LEGO®!

Here’s just a few things to keep in mind:

• As part of the design of the activity, have a clear outcome for the debrief.
• Allow learner/s to consider what they have learnt from the activity individually before asking for examples of learning from group.
• To help solicit more insights, you could ask them:
  • What themes did they notice when others were sharing their learning?
  • Did people have different pieces but the same answer, or visa-versa?
  • What did they notice about their own answers / other people answers? 
• How would they draw their own learning from the activity back to our main topic of the session?
• Recap on main comments and help them reflect on anything not already mentioned.

This is just one of the things we discuss in the ‘LEGO® Workshop for Training Teams and ​​L&D Professionals’.  Check out the full content here:  https://www.curiouslighthouse.co.uk/lego-workshop.html

#curiouslighthouse #learningwithlego #learninganddevelopment

“I like the idea of using LEGO® in my session, but don’t want to go full in yet.  Do you have a quick activity I could try out?”

This is a question I get asked a lot, so I thought I'd share a possible discussion starter as an example of how you can use LEGO® in a session, without making it the main focus.

• Introduce the LEGO®. (Some people might need a bit of theory here to accept play as a form of learning – see previous post on why I use LEGO® in my sessions.)
• Let them know you are going to ask them to build something from the LEGO® to help get a discussion started.
• Explain that the bricks can mean whatever they want them to mean.

Perception discussion starter

• Ask your learners to select three LEGO® pieces that represent their personality at work. (Xtra bags and LEGO® Accessory work really well for this activity)
• Ask them to explain why they chose those pieces.
• Ask them to pick one further piece that they think others may have picked for them
• Again, ask them to explain why they chose that piece.
• Continue the discuss linking to your session outcomes

 
This short activity is good because there are no perceived right or wrong answers.  It also allows everyone to have time to think about the topic before you launch into any theory or deeper discussion.
 
Want to find out more about learning with LEGO®?  Check out: https://www.curiouslighthouse.co.uk/learning-with-lego-courses.html
 
#curiouslighthouse #learningwithlego #learninganddevelopment

Using LEGO® in your training, facilitation, or coaching sessions can really help learners engage on a different level.  But why use it at all? I often use these examples when opening my sessions (or when convincing Managers that we're not just 'playing'... we're learning!)
​

• IT INCREASES ‘LEAN IN’ INTERACTION.  By this I mean, if you ask a question of your learners, they often go into their heads to answer, and if this is a group setting, only a few will actually voice their thoughts. By using LEGO® to build the answer, people have to use external processes too, plus everyone is encouraged to explain their build (answer) meaning more people are heard… they ‘lean in’ to the learning.  (Better conversation means even the quiet ones get heard.  With better engagement comes better overall learning.)
• IT ALLOWS FOR BETTER RETENTION OF LEARNING.  Building, explaining, and having some fun in the process makes the event more memorable, which when mixed with learning new information releases chemicals in the brain to aid retention better.  (Better retention means quicker uptake in changes.) 
• LESS EXPECTATION OF BEING CORRECT - LEGO® is a universally recognisable product. Put it in front of people and they simply start building, this is because LEGO® can mean anything to anyone.  With less restrictions on being ‘right’, more people take part and experience better learning.  (Less expectations mean quicker learning, which means better use of budget)

Want to find out more about how to use LEGO® in your sessions?  Check out:
https://www.curiouslighthouse.co.uk/learning-with-lego-courses.html 
or 
www.curiouslighthouse.co.uk/lego-workshop.html


#curiouslighthouse #learningwithlego #learninganddevelopment

Have you ever been setting up for your training workshop, and as people arrived someone announces, “I DON'T KNOW WHY I'M HERE!”

This question could have two different intents.

1. It could mean communication has failed. From a business perspective, poor communication about the actual training and from a learner’s perspective poor communication with their Line Manager to question why they are attending.
2. It could also mean they think they know everything already and are trying to let you know they don’t think they should be there!

What can you do as the TRAINER?

• Don’t be tempted to coach them (“Why do YOU think you’re here?”) This will just antagonise things.
• Keep factual. Explain what the training involves and who it is aimed at. Ask them what relevance this might have to their job role and look for responses.
• If they genuinely cannot make the connection, between the topics you are covering and their role or behaviour, ask them to call their Line Manager to clarify if they need to be there. (Booking mistakes happen!)
• If they are simply making a point that they don’t WANT to be there, you could dig a little deeper, but this isn’t always possible at the beginning of the session.  Ask them to join you up till the first break (which you can always bring forward) and then suggest they call their line manager to discuss alternative options if they still feel it’s not the right thing for them.
• As part of your opening, also discuss expectations, so if behaviour becomes an issue, you can refer back to it.
• If they (or anyone else for that matter) are continually disruptive ask them to leave and contact their line manager after the workshop to talk things through.
• Remember, it is not your role to make them stay!  It is your role to ensure you’ve established they fully understand what the training is about, and what the benefits of staying are, and the consequences of leaving entail.

Looking to increase your Training teams skills?  Then check out: https://www.curiouslighthouse.co.uk/learning-and-development.html 

​ #curiouslighthouse #learninganddevelopment #HRBP

Have you ever been setting up for a workshop, and as the learners start to arrive, someone asks “HI... WHAT TIME DO WE FINISH?”
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This can be a genuine question! But the fact that they ask it as soon as they walk in through the door can sometimes feel rather personal!
In my experience this has very little to do with you and is usually either about their external commitments – project deadline looming, childcare concerns or that they do not see the worth in the topic being trained.

So, what can you do as the TRAINER?

• Answer their question straight away and then follow this up by asking if there is anything you need to be aware of.
• If there is a genuine concern about completion of business-critical work, and there are alternative dates, ask if they need to reschedule. (Get them to check in with their line manager before confirming)
• If they need to leave early because of other reasons (Getting a lift / childcare etc, ask them to make arrangement with someone in the sessions to catch you up with what they will miss. By doing this, you are passing responsibility for their learner back to them.
• If they are asking because they actually don’t want to be there, ask what they know about the training and the reason for it. Spend time building rapport and making sure everyone is clear on this as part of your opening
• Above all else, don’t make them feel like they’ve personally insulted you. This will simply cause them to withdraw.

Looking to increase your Training and Facilitation skills? 

​Then check out:
https://www.curiouslighthouse.co.uk/learning-and-development.html 

#curiouslighthouse #learninganddevelopment #HRBP

How cool is this?

This map shows all the different places around the world where people have bought my online Lego courses!

Right now there are people in 27 different countries considering using Lego activities in their training, facilitation, and coaching sessions to help increase engagement and retention of learning:
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1. Germany
2. United Kingdom
3. Switzerland
4. United States of America
5. Austria
6. Australia
7. Brazil
8. Hong Kong
9. Mexico
10. Pakistan
11. Argentina
12. Belgium
13. Canada
14. China
15. Denmark
16. Spain
17. Hungary
18. Indonesia
19. Ireland
20. India
21. Japan
22. South Korea
23. Montenegro
24. Malaysia
25. Poland
26. Thailand
27. South Africa

I feel very privileged to be able to connect with such a wide range of people.

Want to see what all the fuss is about?
​Check out the link to see all the courses: 
www.curiouslighthouse.co.uk/learning-with-lego-courses.html

#curiouslighthouse #legoseriousplay #learninganddevelopment

Technically, you can delegate anything… the real question is HOW should you delegate it?  If you are clear on WHAT and WHY, you’re much more likely to get a better result.  The number one issue when delegating is clarity!
 
THE SOLUTION

• You can delegate to reduce your own workload, but you can also delegate to increase development opportunities
• If you are looking to reduce your own workload, ensure it’s not just the sludge you’re passing off, or people will see you as having sloppy shoulders
• If you are delegating to help develop someone, ensure you’re staggering the skill level, and supporting them in the process so it’s not too much too soon
• Be very clear on what you want to delegate and ask the individual to clarify their understanding back to you.

 
Looking to increase your management skills?  Then check out: https://www.curiouslighthouse.co.uk/lightbulb-managers-programme.html 

​#curiouslighthouse #managementdevelopment #HRBP

The biggest challenge here is the perception of what feedback is and is not! (And avoiding the feedback sandwich like the plague!) Most managers understand the importance of feedback, but often hesitate because they’re not sure what response they’ll get from the individual.
 
THE SOLUTION

The best advice I can offer in this short space is to consider your CONTEXT and PURPOSE!

💡 Set the context before you start the conversation to enable the other person to understand where the feedback is coming from.

💡 Be specific. Using vague language like ‘That was great’ or ‘You shouldn’t have done that,’ are not going to help anyone.

💡 Be very clear on WHAT you want to change or continue.

💡 Be very clear on WHY you want it to change or continue.

💡 Give feedback as soon as possible. (Don't wait for 121s)

💡 Where possible, allow the individual to voice their interpretation of what happened and why BEFORE you offer you're feedback.

Looking to increase your management skills? Then check out:www.curiouslighthouse.co.uk/lightbulb-managers-programme.html

#curiouslighthouse #managementdevelopment #HRBP

LINE MANAGERS Q&A... “My team has a dotted lines to another manager; how can I make this work better for all?”

THE CHALLENGE
Undefined reporting line can cause havoc with communication and productivity! Even when lines are defined sometimes an over enthusiastic senior manager or peer might be stepping in too often/quickly for the team to understand who to turn to when they have an issue.

THE SOLUTION

• Hold a meeting with others involved in managing your team to define the split between Technical Management accountability (projects, products etc) and Personal Management accountability (1:1’s, holiday requests, development etc)
• Draw up an org chart that represents these two separate areas
• Hold meeting with team members to highlight this and how it might work going forwards
• Review regularly and if any oversteps the mark deal with immediately to ensure everyone is one the same page.

Looking to increase your management skills? Then check out: https://www.curiouslighthouse.co.uk/lightbulb-managers-programme.html 

#curiouslighthouse #managementdevelopment #HRBP

Many managers start their first manager role not fully understanding what the role is. For smaller fast-growing companies, this is usually because they simply haven’t had to think about it before and want to remain flexible as the role grows. For larger companies it could be down to lack of development planning around the transition from role to role.

THE SOLUTION:
If you're the Manager that needs clarity, take the lead on this. Approach your boss and ask for a conversation to help define your role and what is expected from you.

If you're the boss, take time to consider the key things you want from your line managers and ways you can support them to learn and grow in the role. (Keep it simple, focus on the top 3 things to start with and set milestone review dates to follow up.)

Looking to increase your management skills? Then check out https://www.curiouslighthouse.co.uk/lightbulb-managers...
​
#curiouslighthouse #managementdevelopment #hrbps

As my group of delegates dashed around the room collecting bits of Minifigures and rummaging through the pots of accessories to work out which best suited their style of management, I grinned to myself. I'd invented such a great activity, why weren't any of my peers using LEGO® in their learning sessions too?
​
I took to social media to share (after all that's what we do in Learning and Development... We share.) I announced to the world I'd come up with a great activity using LEGO® and everyone should try it.

Turns out, many people already had! 

After a short period of slight dejection (I wasn't the genius I thought I was!) I realised this was actually a good thing. More people, means more ideas! So, I went on a hunt to find out more and that's when I realised it. There were vast communities, all over the world, all talking about and successfully using LEGO® in their sessions!

But these people were all talking about something called LEGO® SERIOUS PLAY® (LSP)... And this LSP seemed to come with rules and certifications and rather more seriousness than play. So, I simply carried on with my own version and found myself calling it ‘Learning with LEGO®’ instead.
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Fast-forward 5 years and I’ve created and hosted many of my own LEGO® activities, but I’ve also learnt an awful lot more about LSP and have become much more comfortable with my relationship with LEGO® and when to call it LSP and when to call it Learning with LEGO®.

​​So, what are the fine lines between Lego® Serious Play® and Learning with LEGO®?

In a nutshell... No! This was very confusing for me when I first found out about LSP. I have many professional qualifications in L&D and thinking that I had to spend a couple of grand to call myself qualified to use something I was already using, was a big turn off. Then, I found out that when LEGO® first rolled this out, they did indeed run certifications. BUT, in 2010 they made the whole thing open source, meaning anyone can run a LSP session if they follow these guidelines.
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So why are their certification courses for LSP? Having looked at a few of these courses, it looks like they are focusing on facilitation skills with the LSP methodologies as the underpinning focus. I’m not knocking doing a course and having hands on experience of learning new activities, but you don’t have to be certified in it to host a LSP event, you do however have to know how to facilitate well.

Whether you are going to host an LSP session, or a session that uses LEGO® activities, reading the Open-Source guide is really helpful to understand the difference between the two. It also gives you some good techniques in using LEGO® in your learning. But remember at the end of the day, an event should be about the learner, not about the LEGO®. It is simply one of the many props and processes you can use to help learners achieve their goals, so I’d strongly recommend further reading on the latest research around learning too. (I'd also recommend reading the great articles in the LSP Connect Magazine - It's free too!) 

Or, if you're interested in learning more about using LEGO® based activities in your training, facilitation, or coaching then check out the Learning with LEGO online course there are 26 Lego activity, all with video demonstrations, worksheets and shopping lists!

The process of making something, which is then discussed, can lead to much more valuable, insightful and honest discussions than simply posing a question and expecting everyone to have an input. Imagine using this in your training, facilitation or coaching sessions, where normally quieter participants often don't share their inner thoughts, and extroverted participants forget to reflect!
​
I often use LEGO® activities as discussion starters often flowing into other L&D methods to continue the learning to an outcome. Like any other activity in Learning, LEGO® is simply a prop to aid discussion. As such, it still needs to be considered with the topic and audience to ensure it’s the right thing to use.

In Summary
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All-in-all, I like the idea of LSP, but I love Learning & Development more. Me, my Minifigures and accessories have a special bond and whether I invented the activity or not, it remains one of the best discussion openers I’ve come across and will be enjoying using LEGO® for many years to come. 

CLICK HERE to check out Free resource on Lego activities

When I was very young, we lived in Scotland. Certain things followed us when we moved to England, including having Haggis for Sunday lunch!

When I was about seven, I remember asking my Dad what a Haggis was. According to him, a Haggis was a mountain creature which had two legs shorter than the others to help it climb sideways around the hills and mountains of Scotland. 

Captivated by my knew knowledge I promptly offered this information to all who would listen to me at school, including my teacher whose eyebrows promptly raised and told me not to be so silly. I insisted that ‘My Dad’ had told me so it must be true!

Often, we believe things we are told by those 'wiser’ than ourselves, sometimes without question. This doesn’t always go to plan! (Lopsided Haggis!)

When I’m helping new managers, I sometimes offer a model or theory to help them understand a way of seeing how a situation might unfold… but what I also do, is offer the advice that CONTEXT and PURPOSE is more important than a model. 

What I’m really aiming for, is for them to be able to think for themselves rather than believe everything they hear… a lesson I learnt young!

What have you been told that turned out to be false?

#CuriouLighthouse #ManagementDevelopment #Haggis