"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?”
​
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:
​
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.
​
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.
​
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
​
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

I recently found out my husband’s 13 x Great Uncle (Peter Heywood) was the man who snatched the torch from Guy Fawkes on 5th Nov 1605, thus preventing him from setting fire to the gunpowder that was about to destroy Parliament!
 
I love researching the lives of my family and finding little snippets that make them come to life. Not all are as noteworthy as stopping parliament being blown up, most are farmers, carpenters, church clerks, one or two crackpots and fair share of Coal Miners.
 
But jobs are just one aspect of their lives. 
 
In my own ‘job’ as an L&D consultant I often speak to new managers who find the idea of talking about personal life with their team difficult.  Some might even see it as intrusive, but the reality is people bring their personal lives to work. Especially now with so many of us working from home right now, they are literally juggling personal and professional life in one space.      
 
As a manager, finding out more about your team will help you build a bigger picture about what’s going on in their life and how this might be impacting on their work.  More importantly how you can support them to get the best for them, you, and the company.
 
I’m not suggesting you go researching their family history!  But having a general conversation about how things are can really help to shed some light (see what I did there … lantern, light!) on their situation and make all the difference.  
 
Why not start by asking them what they are up to for Bonfire night!
 
#CuriousLighthouse #managementDevelopment #GuyFawkes

20 years ago today, a car drove head-on into me at 100 mph.  This sounds very matter of fact, but back then it was anything but!
 
At the time I spent a lot of time focusing on ME, getting ME better physically and mentally. But now I'd like to focus on EVERYONE ELSE who got me through it.
 
So, THANK YOU to...
 
The person who phoned 999 and the Emergency Operator who answered  
 
The Fire Bridged who cut me out the car and for holding my hand while petrol spilled out the back
 
The Paramedics who resuscitated me in the ambulance
 
The ER team who stabilised me
 
The Nurses and Drs who worked out what needed mending and how to mend it all
 
All the NHS workers for arranging appointments, getting me to where I needed to be, encouraged me to walk again, and for getting me back in a car... without a panic attack!!
 
The GP and District Nurses for coming to the house when I was unable to leave it
 
The people who gave witness statements and the Police Officers who kept me updated on the court case
 
To my friends who stayed around even when I could give very little back for a long time
 
To my immediate awesome family, who flew from far off distances to be with me, converted the dining room into a bedroom so I could move in with them, and for continuing to be the best family ever
 
And last but not least to my husband who I met 8 years after the event, but understands that every time I flinch in the car, it's nothing to do with his driving, but others on the road driving without consideration
 
While this event may have derailed me for a while, it made me realise that with the right people around you, you have a much better chance of surviving.  So, THANK YOU ALL!

Back in the early 2000’s I was a Customer Adviser at B&Q helping out with in-store inductions. A Trainer’s role became available for a ‘proper’ Trainer’s roles and I applied. I’m sure I had less formal training experience and I certainly no qualification in training then others applicants, but they asked me to join the team!

Many people had an input into this shift in my career, but two in particular I want to say a formal thank you to. Toby Carpenter who was heading up the training team at the time and saw some sort of potential in me and decided to give me the chance to learn on the job... THANK YOU.

And Andy Granston, my Line Manager and mentor who I often site, when I run my own Management training session, as a great role models in management... THANK YOU. 

Who would you like to thank for helping you out in your career?

Ps The image is of a paperweight handed out to us ‘Trainers’ for a project we ran as a thank you… yes I still have it after all this time! (Proving that a Thank-you can stay with you for a long time!)
​
#CuriousLighthouse #career #ThankYou

My lock-down project has been to research my family history. (I first started this many years ago when everything was on microfiche and index cards!)  Now with the luxury of the internet I've managed to find some fascinating family members including...
 
My Husband's 13 x great-uncle who was part of the gang who stopped Guy Fawkes!  (Apparently pushing the 'torch' out of his hand to stop it lighting the fuse!)
 
On my own side, I’ve traced my direct line back to Vikings!  Yep, seriously. Me and 'Bernard the Dane' are blood relatives. (Would have preferred a slightly more Viking-ish name like Eric Bloodaxe etc... But Berny was in fact a Prince of Denmark, so I won't complain too much!)
 
Whether you know any of your family history or non at all, I believe that these people have some influence in our lives, but I am also very aware of all the non-blood relatives, friends and acquaintances that have had an impact too!
 
So, what is the legacy I'm leaving behind?
 
As someone who helps people grow and develop, I wonder how my present-day interactions might impact current and future generations?
 
My hope is that I help others tap into their sense of curiosity and creativity and like my Viking ancestors I'm known for exploring new terrains and unafraid to try out uncharted waters.
 
Who do you think you are?
 
#CuriousLighthouse #CreativeLearning 

This is possibly my first recorded Training session. I wasn’t an official Trainer at the time, I was an Interior Designer for B&Q in Hedge End, Hampshire!

But instead of venturing to people’s homes to help them design a room or two, I decided it would be way more fun (and productive) to get customers to come into store and learn everything they needed to know to design their own homes.

I took this photo in our cafe. It was week 1 of a 6-week customer paint effects workshop… well it was the 90’s!

These workshops lead me to find out more about training and my official career in Learning & Development began!

#CuriousLighthouse #CreativeLearning #B&Q

Do you ever do something really well in one context and then rubbish in another?

WORK:
I'm often asked to host training for Managers around the topic of SETTING EXPECTATIONS. (It's something I do very naturally in work mode.) My best bit of advise...

'Get people to clarify back what they think you have asked them to do!'

This way they have to think through the process and vocalise it, and you can then listen out for things that need to be further discussed.

HOME:
I asked my 8 yr old Son to make is own sandwich for lunch. I didn't set any expectations, I didn't ask him to clarify back what he was going to make, the result...

a marshmallow and jellybean sandwich!

#CuriousLighthouse #CreativeLearning

The 'knowledge tree' sounded like a great idea in my head. A great visual prop with brightly coloured gift tags for the delegates to right down their learning after each of the 6 sections we were running through during a workshop.

I had planned to use the leaf tags as part of a reflective exercise at the end of the session, but made a call to knock-it-on-the-head and changed the final exercise to a facilitated discussion, as it became clear that things were going to get overcrowded very quickly and getting up to place the tags was becoming rather monotonous.

Did I fail?

Yes, and no!  As a Trainer, it's comfortable to find an activity that works well and repeat it with different audience’s time and again, making tiny adjustments as needs be. But 'repeat and succeed' can only support your own, and your learner’s development for so long. Facilitating creative learning pushes you to think more about your design process.
 
But with more creativity comes more opportunity to fail.

So, why bother?

Put simply, if a Trainer isn’t willing to try out new ways of engaging their learners, they’ll soon have no learners left to try anything with at all!  In a world of instant gratification, our attention levels need more stimulation to learn.  Building in creative activities into training sessions is just one way to help this.
 
Failure is an option, but…
 
No one plans to fail, but with failure comes insight, (and also a healthy dose of resilience!)  So, the trick is to fail with a back-up plan that won't affect your learners experience or leave you in a flap!
 
I will use the tree again, but next time it will be more succinct, allowing my learner’s ‘leaves of knowledge’ to flourish and for my own creative design to continue.

“On the 11th day of Christmas a Manager said to me… 
CAN’T I JUST BRIBE THEM?“

🌟(Sing along to the 12 days of Christmas song!)🌟
…
(10) Why set expectations?
(9) How do I manage upwards?
(8) Why aren’t they listening?
(7) I don’t have time to do this!
(6) Another 4-box model?
(5) DO I REALLY HAVE TO DO THESE 1:1’s?
(4) What can I delegate?
(3) How do I give feedback?
(2) Who are my team?
(1) I don’t know what’s expected of me!

THE CHALLENGE
This was a genuine question I had from one exasperated manager once.  “NO you can’t!” 

THE SOLUTION
What you can do however is:
⛄️   Create a system of rewards and incentives. 
⛄️   Have a good balance for individuals and/or team reward and recognition opportunities
⛄️   Consider that not everyone will want public recognition, a simple 1:1 acknowledgement will work too
⛄️   BUT REMEMBER to always include the employees when first setting up anything like this to ensure the reward is actually wanted! – (I once won 12 cuddly turtles during an incentive programme in a contact centre!  12 of them! )

🎄Missed a day?  Catch the all at: https://www.curiouslighthouse.co.uk/blogs 🎄

#CuriousLighthouse
#ManagementDevelopment
#12DayOfManagerSkills