Graduate Development

ASK were already well-positioned to switch to virtual delivery mode; we run a large number of virtual events for participants across the globe and have facilitators who are highly experienced in remote delivery.  We expanded the facilitator pool to provide greater flexibility and resilience in the team, bringing in more experts in personal impact and effectiveness and consultants who were experienced in working with early careers.

The Graduate Programme’s core modules (Induction and Influential Leadership) were quickly adapted to work online yet still provide a high degree of participation and interaction, and a quality learning experiencing encompassing peer coaching, feedback, self-reflection and expert input.  The content was also refreshed to include some contemporary models and emerging thinking around influencing and leadership (such as Joseph Grenny et al’s Influencer Model, Robert Cialdini’s Six Principles of Persuasion and David Rock’s SCARF model, derived from neuroscience research).  We also introduced a new emphasis on ‘impact in a virtual world’ and developing your presence and visibility when working remotely from other stakeholders.  In response to the Client’s request for further workshops covering more aspects of personal effectiveness, we also developed and ran modules on Leading Yourself, Working Remotely, Resilience, Assertiveness and Career Management.

In redesigning the programmes to work virtually, we had to rethink the way that people engaged in discussions and how energy, focus and attention was maintained.

Rethinking the Client’s graduate programmes and developing new workshops, involved applying our core design principles:

• Clearly identified aims and objectives, aligned with the Client’s values, Behaviours for Success, strategy and measurable outcomes
• Solid instructional design, based on research into how people learn, develop and grow at work
• Experiential, participative, fun and engaging learning experiences
• Relevant work-based examples, case studies, exercises and discussions, providing real-world relevance and as much ‘face validity’ as possible
• Small group, breakout and pair-work, including peer to peer coaching, feedback, brainstorming, problem-solving and sharing learning
• Focusing on behavioural change, helping people to shift, learn and adapt in the areas where it will make the biggest difference for them
• A blend of different delivery modes, methods and materials (e.g., participant materials and resources, tutor input, facilitated discussions, practical exercises, self-reflection activities)
• A balance between theory and practice, with the emphasis on the latter; wherever theories or models are used, combining this with exercises which help participants see how they can use them at work, in practice
• Embedding the learning; encouraging participants to set out how they will apply the learning, detailed action planning, creating learning transfer plans, providing post-course work, creating action learning sets, peer support networks or delegate cohorts etc.

For the shift to virtual delivery, we also took the following principles to heart:

• Maximising the time for people to engage, explore, understand and immerse themselves in the programme and its content.  Where more than 90 minutes per session are required or recommended, we included formal breaks as well as varying the delivery format and experience so people are not just ‘watching a screen’ which helps to maintain learner engagement, interest and energy levels.
• Taking a ‘modular’ approach which chunks up the content and provides reflective space in-between, where delegates can continue and further their learning with other activities and content (e.g., videos, reading, online courses, coaching, individual reflection, questionnaires, etc.).
• Making use of a range of online features and methodologies that help learners focus, interact, reflect and explore, including the chat bar, breakout rooms, pair-work, group discussions, individual exercises from an online participant workbook, surveys, ‘how are you feeling?’ check-ins, video content and quizzes.
• Understanding that people have very different experiences of remote working, different challenges and different needs.  Being flexible (e.g., with timings, sizes of groups) to accommodate people whilst also being clear on what is expected of participants to help the sessions run smoothly.
• Acknowledging that there are some things that simply do not translate to the virtual world, and being clear on what can and can’t be done.  Finding other ways to support those who need additional help and access to other experiences where needed.

The benefits we anticipated from the refresh of the programme, creation of new modules and the switch to a virtual alternative were mostly relating to flexibility, cost effectiveness and improved career outcomes for the graduate cohorts.