Learning Agility Training Course

Participants can use self-awareness, feedback and reflection methods to identify development priorities.

• Self-awareness as the foundation of accurate learning-agility judgments
• Johari Window used to compare self-perception with stakeholder feedback
• Identifying fixed routines, defensive reactions and learning triggers
• Feedback-seeking plans using feedforward questions and multiple raters
• Reflective journals that capture assumptions, emotions, decisions and outcomes
• Bias checks for overconfidence, attribution error and impression management

Participants can frame unfamiliar problems, test assumptions and make sense of complex evidence.

• Cynefin domains used to classify simple, complicated, complex and chaotic work
• Separating signals from noise through hypothesis-driven environmental scanning
• Problem reframing with laddering questions, five whys and assumption reversal
• Competing hypotheses tested against disconfirming evidence and stakeholder perspectives
• Systems maps tracing feedback loops, constraints, delays and unintended consequences
• Decision logs linking assumptions, evidence, choices and subsequent results

Participants can turn work experience into retained learning through structured reflection and practice.

• Kolb's experiential learning cycle applied to challenging work episodes
• After Action Reviews structured around intent, events, learning and adjustment
• Double-loop learning distinguishes action correction from assumption revision
• Deliberate practice designed with stretch goals, feedback and repetition
• Learning goals written separately from performance goals and output targets
• Retrieval practice and spaced repetition for retaining new procedural knowledge

Participants can build learning relationships that improve perspective-taking, feedback and collaboration.

• People agility demonstrated through curiosity, empathy and adaptive communication
• Stakeholder maps identify interests, influence, resistance and information needs
• Active listening techniques: paraphrasing, probing, summarising and checking meaning
• Perspective-taking distinguishes stated positions from underlying needs and constraints
• Psychological safety conditions for speaking up, questions and constructive dissent
• Cross-functional learning conversations convert expertise differences into better decisions

Participants can support employees to learn, adapt and test responses during organisational change.

• Change agility assessed through response patterns under uncertainty and disruption
• ADKAR model distinguishes awareness, desire, knowledge, ability and reinforcement
• Immunity-to-change maps expose competing commitments and hidden assumptions
• Scenario planning develops contingent responses to plausible operational shifts
• Safe-to-fail experiments define probes, boundaries, measures and review points
• Communication cadence matches message, audience, channel and decision timing

Participants can connect learning agility with accountable decisions, pilots and measurable business outcomes.

• Results agility balances pace, quality, risk and stakeholder value
• OKRs translate learning priorities into measurable outcomes and key results
• RAPID decision roles clarify recommend, agree, perform, input and decide
• Minimum viable pilots test assumptions before broader resource commitments
• Decision quality reviewed separately from favourable or unfavourable outcomes
• Escalation criteria specify authority limits, risk thresholds and response times

Participants can design work-based development experiences matched to readiness and organisational priorities.

• 70-20-10 used to structure experience, relationships and formal learning
• Developmental assignment canvas defines challenge, support, risk and measures
• Stretch assignments matched to readiness, motivation and business priorities
• Job rotations planned with entry goals, sponsors and handover controls
• Coaching questions promote reflection without removing employee accountability
• Mentoring, peer learning and action learning matched to development needs

Participants can assess learning-agility behaviours fairly and track progress using credible evidence.

• Multi-source evidence combines performance data, feedback, observation and reflection
• Learning-agility indicators translated into observable behavioural anchors
• Behaviourally anchored rating scales reduce ambiguity in manager assessments
• Calibration sessions test rating consistency across managers and functions
• Pre- and post-measures distinguish activity completion from behaviour change
• Privacy, consent and fairness requirements for employee development data

Participants can implement a practical learning-agility plan within talent, leadership or development processes.

• Learning-agility action plan prioritises one role-relevant development challenge
• Personal experiments specify hypotheses, actions, measures and review dates
• Manager contracting secures challenge, feedback, resources and accountability
• Thirty-, sixty- and ninety-day milestones sequence practice and reflection
• Learning transfer barriers anticipated through pre-mortem analysis and mitigations
• Peer accountability arrangements sustain reflection, feedback requests and course correction