Meet the Author with Brent Sutton, Glynis McCarthy and Brent Robinson
Learning Team encourages organizations to obtain and consider different perspectives and angles of functional diversity to define a problem in a group context.
Join us for a collaborative discussion on the next episode of Meet the Author with Brent Sutton, Glynis McCarthy, and Brent Robinson discussing “The Practice of Learning Teams: Learning and improving safety, quality and operational excellence.” with Gary Wong and Tamara Parris.
A Learning Team encourages organizations to obtain and consider different perspectives and angles of functional diversity to define a problem in a group context. The different perspectives that emerge from a Learning Team group demonstrate that no one person holds all the knowledge needed to solve complex problems.
Learning Teams support both worker learning and organizational learning by allowing the different stakeholders groups to understand better what, when, how, and why, people do things differently rather than following formal, written procedures or systems.
Book purchase: https://amzn.to/3qb1mbW
00:57:04Travis Robertson:Fair enough. 3am is early to be on camera.
01:00:08Tamara Parris:Welcome everyone!
01:00:22Tamara Parris:Remember we are going to have a book draw today at the end :)
01:06:19Rosa Carrillo:great question Tamara
01:07:57Tanya Hewitt:Absolutely Tamara - reactions matter - a lot!
01:08:40Eric Labancz:Tamara - Great example of HOP principle 5 being used - how we respond matters!
01:08:47William Martin:As coaches, vulnerability has to be practiced, I think
01:08:49Georges Leroux:Courage and Humility are key characteristics of Inclusive leaders, and builds much stronger team behaviours
01:08:52Tanya Hewitt:If we don't know our strengths in the workplace, Pat Lencioni has a great tool https://www.workinggenius.com/
01:09:47Tanya Hewitt:I love that @Georges - as well as being responsibility centred (not reward centred)
01:11:57Eric Buschard:Sorry, my internet on site is terrible. Enjoyed what I could hear.
01:12:18Tamara Parris:Glad you came Eric B!
01:12:21Rosa Carrillo:so sorry Eric. take care
01:12:27Joel Péclard:I'm a consultant. Have worked with Learning teams with one client who "had HOP but didnt know how to do it" for lack of better explanation. Now I find it a good way to start others with newer Safety thinking.
01:16:28Gabe Encarnacion:LOL this is hilarious. I just showed up and won something?!
01:16:42monicasegura:Lucky duck ahaha
01:16:48Gabe Encarnacion:Thank you!
01:18:11Tamara Parris:Congratulations Gabe :) Connect with me and I will grab your details
01:21:38Tanya Hewitt:I love this - the importance of vulnerability, the power of the collective - beautiful!
01:25:29Travis Robertson:Its a great movie
01:27:09Gabe Encarnacion:Great point about tailoring the training to peoples’ learning styles and capacities.
01:28:06Tamara Parris:Does anyone have a question they want to ask? Please raise your hand
01:30:37Corrêa de Sá:Glynis, do you agree the school system is part of the problem for adult learning?
01:31:25Suzanne Jackson:What are your tips for getting an organization learning to learn instead of learning to solution? In organizations with competing goals, ideal learning ecology usually doesn't exist.
01:33:34Georges Leroux:exactly Joe, reporting events generates significant value, in general, but if there is a culture of fear with respect to the outcomes of events, then event reporting will be suppressed
01:35:27Tanya Hewitt:Principles of Adult Learning – from Langevin learning services https://langevin.com/1. Adults see learning as a means to an end rather than an end in itself. They must know what there is to gain and they must see progress being made. 2.Adults want courses that focus on real life problems and tasks rather than academic material. A strong how-to focus is desired. They become restless is their time is being wasted. 3.Adults are accustomed to being active. They should be given an opportunity for active participation in an instructional setting that is safe, welcoming, comfortable.4.Adults bring considerable experience with them. Therefore, they wish to speak, participate, and contribute to the proceedings. They dislike long lectures and one-way communications.
01:35:38Tanya Hewitt:5.Adults have something to lose. They have a strong need to maintain their self-esteem. Therefore, they should be listened to and we should set up the course so they will be successful. Instructors must consult and work with adults rather then be too directive.6.Adults have a “here and now” viewpoint and wish to focus on current issues rather than material that may be useful in the distant future.
01:36:03Tamara Parris:Thank you Tanya for the share
01:36:21Tanya Hewitt:No problem, Tamara!
01:37:10Maria R. Lopez:Absolutely love the concept of Deliberate Learning, this is so true and needed. Thank you for sharing.
01:37:38Tanya Hewitt:In healthcare - CUSPs (comprehensive unit safety programmes) have had success.
01:40:06Tanya Hewitt:At the apprentice stage (again from Langevin) •Keep the lesson design flexible enough to allow for processing of feelings.•Build in success stories, such as written examples or video/live interviews with people who have become accomplished with the skill.•If you happen to have accomplished participants (experts) in the same course, have them share their stories.•Change the delivery style from instructor to that of a coach, offering constant reassurance and alternate explanations and practice.•Offer extra coaching after the training.•Offer continuous encouragement. For example, keep saying, “You will be able to do it; everyone feels this way at the beginning.”•Don’t push or dismiss learners’ emotions, however they are expressed. The learner will progress if support is offered. The pace of progress depends on the learner.•Create team practice opportunities so success and challenges are shared and not taken personally.
01:41:23Rosa Carrillo:An electronic tech is the worst person to teach how to use the equipment. They know too much!
01:41:50monicasegura:I love that “is it about blaming when something goes wrong? Or learning about when something goes wrong”
01:41:56Travis Robertson:@Tanya. That is some very good information. I am on the Langevin website trying to find that information. Can you point me in the right direction.
01:42:16Tanya Hewitt:Absolutely @Rosa - trainers are almost always selected from the best worker - but it is a completely different skill set
01:43:39Tanya Hewitt:Journeyman (again from Langevin) •Allow enough time for the learners to practice.•Alternate the skill practice with other activities that use different but familiar skills.•Deliberately build in fun.
01:45:52Tanya Hewitt:Masters level (again from Langevin) •Always have job aids available to help maintain the skill level. The more crucial the consequences of not maintaining mastery of the skill, the more crucial the back-up of job aids.•Offer quick refresher sessions to keep up skill mastery if the skill is used infrequently.•Use masters to coach new learners.•Let masters test themselves on their knowledge and skill.•Keep masters busy by giving them a range of practice levels — from very easy to very difficult.•Have masters review and reflect on their experiences and share them with the class.
01:46:29Gabe Encarnacion:@Suzanne I’ve found that the idea of learning for the sake of learning can be such a foreign concept for adults. Like reading for the joy of reading versus reading to get information and solve a problem.
01:46:51Tamara Parris:Just wanted to share that our Safeopedia community member Chip is doing an upcoming workshop focused on 'Implementing a Safety Management System' You can see more details here 👉 https://workshops.safeopedia.com/ehs-safety-program-workshop-registration
01:48:18Tanya Hewitt:Looking at normal work - gorgeous!
01:49:15Tamara Parris:If you want to check out Glynis, Bent S and Brent R book here > https://amzn.to/3qb1mbW
01:53:16Rosa Carrillo:@suzanne, I wonder if you could gather the solutions and them give them an exercise to think deeper (5 why’s?) and then ask for solutions again. Perhaps some of the solutions will fall away.
01:53:17Georges Leroux:Empowerment! works great with vulnerability
01:53:54Gordon Walsh:Thanks AUthors and Hosts!!
01:54:31Gabe Encarnacion:Great discussion everyone! Thank you...and I’m looking forward to reading the book!
01:55:15Georges Leroux:thank you for those who got up in the middle of the night to help us learn!!
01:55:59Travis Robertson:Thank you to the speakers and hosts. It has been a great conversation.
01:56:15Michael Ellerby:I have thoroughly enjoyed this session of "Meet the Authors" - ell done all
01:57:01Suzanne Jackson:Love finding ways to bring learning into organizations. Thank you.
01:57:44Travis Robertson:YAHOOOO. Thanks team. I am very excited to read this book.
01:58:52Tanya Hewitt:Great session - thanks again for a super webinar!
01:58:56Maria R. Lopez:Thank you this was GREAT!
01:59:11Corrêa de Sá:Thanks
Brent Sutton is the Managing Director at the Learning Teams Inc, and Podcast Host at Safety FM - The Practice of Learning Teams
Brent works in partnership with organisations in the commercial, government and education sector providing practical advice to address health and safety risks and develop strategies to drive improvements in organisational learning. Brent is well regarded as a safety coach and for taking organisations on a learning journey to understand how workers are seen as the solution, how to engage people and leverage their skills so that worker participation becomes a new way of running an organisation, where everybody benefits without replacing your existing health and safety system.
Brent is the project architect for New Zealand's most significant Court Ordered Project Order granted under the Health and Safety At Work Act, which is to develop, train and implement a Learning Teams framework for the maritime industry.
Glynis McCarthy an Author and Principal at Learning Teams Inc
Glynis is a health and safety practitioner specializing in a Safety II approach. She is skilled in Worker Engagement, Training Delivery, Coaching and Risk Management. Her work has included advising companies on learning and development initiatives that deliver the capabilities, competencies and skills required to support safe sustainable business practices.
Glynis has extensive experience in conducting training needs analyses, developing skills assessment tools, observing work practices and assessing workers' skills, knowledge and behaviors. Glynis has developed competency frameworks and competency assessment tools for the infrastructure, manufacturing, insurance, aviation, forestry and transport sectors.
Glynis lives in Auckland, New Zealand and has a particular interest in adult literacy, language and numeracy skills. She is passionate about developing and improving individuals' ability to meet their current and future job demands and to perform 'Work as Normal' smarter and safer.
Brent Robinson is an Operational Excellence Advocate at Learning Teams Inc
Brent has spent the last 30 years in the manufacturing and contracting sectors and been involved in areas as diverse as baggage handling systems and robotics to sustainable building façade systems in the construction industry. Brent works with cross functional teams to develop improved systems and is an advocate for organizations learning from the people doing the work, to feed into the continuous improvement process. Brent is an operational excellence advocate and has worked across operations, sales and product development functions in New Zealand, United States and Australia.
Brent lives in Melbourne, Australia and has a passion for quality and safety that has driven his belief that the convergence of the two will drive better outcomes for any organization.