Model documents

UPDATED: 10/04/2012 One of the most common tools used to assess the contribution of individuals to teams is Dr Meredith Belbin’s Team Role Inventory. Originally eight roles, these were expanded to nine, with the inclusion of ‘specialist’ in 1993. This document summarises their strengths and weaknesses.

This document looks at the following blended learning models: the Sandwich, the Milestone, Knowledge and skill, and complementary resources.

UPDATED: 10/04/2012 This list can be used by an employer or coach to avoid common errors in designing and delivering coaching.

UPDATED: 10/04/2012 Every learning intervention is different, and carries different costs, so it is difficult to offer a blueprint for costing learning. However, this document suggests one standard scheme for assessing the costs of a learning intervention before it is undertaken.

UPDATED: 10/04/2012 When choosing a learning approach, there are five criteria to measure each possible approach against. This documents explains the approaches.

UPDATED: 10/04/2012 Organisational learning needs may be identified by conducting an organisation-wide learning needs review. Use this as a step-by-step approach to conducting an organisation-wide learning needs review.

A table displaying the relationship between learning methods and learning styles. The four styles considered are activists, reflectors, theorists, and pragmatists.

Some methods for learning and development may be better suited to individual learning, or to group-work. Some learning methods may be utilised on-the-job, while some are for an off-the-job setting. This matrix plots individual/group-work methods against on- or off-the-job methods.

The six essential elements of a learning strategy are the scope, aims and objectives, planning framework, resources and partners, methods and approaches, and evaluation.

UPDATED: 10/04/2012 This includes some basic tips and reminders on how to conduct a learning needs analysis interview.

UPDATED: 10/04/2012 This document covers identifying and analysing learning needs; and the planning, preparation and delivery of the learning. There are also guidelines on assessing, evaluating and reviewing the training activities.