Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Activity 11: Practice #7 - Build Capacity of Others
Purpose: To build understanding of adult learning theory and styles and apply that
understanding in the development of strategies for improving staff performance.
Time: 125 min.
Objectives: Through this activity, the supervisor will:
1. Explain a performance analysis flowchart.
2. Summarize appropriate opportunities to build worker skills.
3. Summarize adult learning theory and its relevance in developing workers.
4. Name and describe different learning styles.
5. Develop strategies for improving worker performance based on learning styles.
Materials:
 Participant Workbook
 Kolb Learning Styles Inventory self-scoring booklets
 Flip chart and markers
 Projector
 PowerPoint file
Sequence: (of topics/exercises)
Time
Performance Analysis Flowchart
Review of Adult Learning Principles
Review of Learning Styles
Application to Building the Capacity of Staff
Group Exercise – Design a Learning Activity
20 minutes
20 minutes
20 minutes
30 minutes
35 minutes
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Instructor’s Guide
Activity 11: Build Capacity of Others (Total Minutes = 110)
Method
Script
Tips/Notes
Performance Analysis Flowchart (15 minutes)
People Management
Practices
Slide #1
Build Capacity of Others
Mod 2 Act 11
Ask:
1
“Practice #7 is ‘Build the Capacity of Others.’ What
do you think that means?
Why should you be concerned with it?
Before you became a supervisor, what things did
your supervisor do to help you grow your skills?”
“What strategies do you currently use to build your
staff skills?”
Note: Stress this
point. As a
supervisor, your
job is to get work
done through
others. You get
paid for what your
workers do. Not
developing your
workers is like
setting yourself up
to fail.
(chart responses)
Integrative
Statement
“Recalling your key roles as supervisor, you know
that the educative role is critical for developing your
staff. Yesterday, we touched upon the creation of a
development plan for each worker as part of the
PES process. But what do we put in the plan?
And how do we decide how to accomplish it?
Today, we need to look at what’s involved in
developing others by first examining a performance
flowchart that will help us analyze performance
discrepancies, and answer the critical question: ‘Is it
a training issue?’
Then, focusing on those situations where skill
development is appropriate we will examine how
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Instructor’s Guide
adult learning and different learning styles factor
into decisions about the creation of learning
strategies for your staff.”

Display the Performance Analysis Flowchart.
Do:
Describe
Performance
Discrepancy
No
Ignore
Important?
Yes
Yes
Skill Deficiency?
No
No
Performance
Punishing?
Used to do it?
(This is a separate
slide from Activity
file.)
Arrange
Formal
Training
Remove
Punishment
Nonperformance
Rewarding?
Yes
Arrange
Positive
Consequence
No
Used Often?
Arrange
Practice
Yes
Performance
Matters?
No
Arrange
Consequence
Arrange
Feedback
Yes
Obstacles?
Change
Job
Remove
Obstacles
Yes
Simpler Way?
Arrange
On-the-job
Training
Select Best
Solution(s)
No
Transfer or
Terminate
Has Potential?
Implement
Solution(s)
Potential Solution

Do:





Key Points

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Explain that there are many reasons why
employees don’t perform the way we want them
to.
Review each diamond on the box, and the
solutions associated with it.
Elaborate upon each with examples from your
own experience.
Refer them to the workbook pages that cover
this material
Important? - May seem like a silly question,
but it’s a question of balance. Does it matter to
the client if your worker is always forgetting to
do his/her timesheet? Sometimes supervisors
have to pick their battles.
Performance Punishing? – What happens if
you do good work in your LO? Do you just get
more work? Do your accomplished workers get
all the most difficult cases? If they close out
cases that are running with little effort, they then
have to take on new cases that take a great
deal of effort to get to the point where they are
in that middle ground of manageability… etc.
Nonperformance Rewarding? What is the
consequence of nonperformance in your LO?
Do people avoid the non-performers? Is their
reward less work? More time to spend out of
the office unaccounted for? Less attention to
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



Instructor’s Guide
what they’re doing?
Performance Matters? – Does it make a
difference to the worker if he/she performs or
not? If there are no consequences for
performing, and no consequences for not
performing, some people will just not bother.
Skill Deficiency? – This means, they don’t
know how to do it - even if their lives depended
on it! It is a call for some positive learning
intervention.
Used to do it? – Maybe you have a worker
who started out in permanency, after 3 months
was assigned to intake, and now 9 months later
is back in permanency. But there have been
changes in policy and procedure, and he’s a bit
rusty on resources and foster care. The next
question to ask is did they use to do it? If so,
proceed to the next set of solutions. If not,
arrange some form of formal training.
Used Often? – Maybe they used to do it, but
didn’t do it often enough or long enough for it to
stick. Now is the time to apply other solutions
than a formal training program.
Transfer of Learning
Slide #2
Mod 2 Act 11
Say:
Ask:
2
“Even in situations of formal training, supervisors
play a vital role in the transfer of the classroom
learning to on-the-job performance.”
How do people in this agency typically find out
they’re going to training?
What typically happens after they return?
Should it be that way?
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Instructor’s Guide

Key Points
Say:
It is insufficient to simply send your worker
without holding some very important
conversations before and after they go.
 Pre-training:
o Be familiar with the training program – its
objectives, content, intended outcomes,
etc.
o Discuss the training with your worker.
Explain why he/she is going, and what
your expectations are for his/her
application of the training after it is done.
 During-training:
o Ask your worker to be thinking about how
he/she will apply the content/skills
learned in the training.
o Reinforce that you expect your worker to
participate fully, and be responsible for
his/her own learning.
 After training:
o Meet with your worker to discuss what
he/she learned.
o Establish a specific plan and provide
opportunity for your worker to apply the
learning.
o Follow up to assess results and provide
feedback.
“To build the capacity of others, you need to
understand how to structure work experiences that
will help them grow. Some basic understanding of
adult learning theory and practice is the foundation
of this capability. “
Review of Adult Learning Principles (20 minutes)
Say:
“Let’s reconnect with what you learned about adult
learners from Self Management – Learn
Continuously.”
“Recalling that information, and reflecting on your
own preferences and needs in learning situations,
what do you know about adult learners?

Do:
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Conduct a brief brainstorming session to
surface all they remember about the
characteristics of adult learners from Module 1
(Learn Continuously).
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
Chart only correct recollections. Provide
instructive feedback to those who offer up
incorrect information.

Refer them to the information in their Learner’s
Guide on pg. 55. Review a few highlights at
your discretion.
Summarize this discussion by adding
comments to the bullets on pg. 56 in their
Guide. (See Key Points below.)
Encourage note-taking.




Key Points



Say:
Instructor’s Guide
Self-Directed: They need to be actively
involved in the learning process. They should
be given opportunity to take responsibility for
their own learning.
Experienced: Adults have accumulated a
foundation of life experiences and knowledge
that may include work-related activities, family
responsibilities, and previous education. They
need to connect learning to this
knowledge/experience base.
Goal Oriented: Adults know what they want to
achieve in a learning situation.
Relevancy Oriented: They must see a reason
for learning something. Learning has to be
applicable to their work or other responsibilities
to be of value to them.
Practical: They must see a reason for learning
something. Learning has to be applicable to
their work or other responsibilities to be of value
to them. They listen to the radio station WIIFM –
What’s in it for me?
“As you learned in Module 1, experience is a critical
component of adult learning. We also shared with
you the current model of adult experiential learning
as attributed to David Kolb, Professor of
Organizational Behavior in the Weatherhead
School of Management, Case Western Reserve
University. It is the culmination of over 17 years of
research and development.
Do you remember this working definition of
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Instructor’s Guide
learning? It characterizes the central role
experience plays in how adults learn.
A Definition of Learning

Slide #3
“Learning is the
process whereby
knowledge is
created through the
transformation of
experience.”

David A Kolb,
Experiential Learning
Mod 2 Act 11
Do:
2

Refer participants to their Learner’s Guide pg.
57. The adult Experiential Learning Cycle
appears without the stages labeled.

Draw the cycle without the labels on an easel
sheet.
Ask participants to recall the names of the
stages of the Experiential Learning Cycle. Have
them write the names on pg. 57.
Show slide #4
conduct a brief discussion of the stages using
the teaching points below.
Encourage note-taking on the bottom of pg. 57.




Adult Learning Cycle
Co n cr e t e
Ex p e r i e n ce
A ct i v e
Ex p e r i m e n t a t i o n
A b st r a ct
Co n ce p t u a l i za t i o n
Slide #4
Mod 2 Act 11

Key Points
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Ob se r v a t i o n
a n d Re f l e ct i o n

3
David Kolb (with Roger Fry) created his famous
model out of four elements: concrete
experience, observation and reflection, the
formation of abstract concepts and active
experimentation. It is unlike other onedimensional theories of learning that focus only
on behavioral or cognitive processes.
It is a holistic, integrative model that combines
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Module 2: People Management
Instructor’s Guide
experience, perception, cognition and behavior.
Kolb says that ideally (and by inference not
always) this process represents a learning cycle
or spiral where the learner 'touches all the
bases', i.e. a cycle of experiencing, reflecting,
thinking, and acting.

Let’s review:
Concrete Experience: In this stage of the cycle
learning is associated having an experience of
something.
Reflective Observation: That experience is then
processed, pondered, analyzed. No conclusions
are drawn yet. Various perspectives and
interpretations are considered.
Abstract Conceptualization: The result of
reflection is the assimilation of the observations and
reflections into abstract concepts, theories, or
mental models, that explain the experience and
provide a blueprint for actions.
Active Experimentation: Finally, those theories,
concepts and models are experimented with, or
tested out in the real world, through subsequent
actions which in turn enable the creation of new
experiences to reflect upon. And the cycle
continues.
Say:
“David Kolb’s model is widely accepted as an
excellent framework for planning teaching and
learning activities.
In Module 1 on Self Management, you took an
instrument, the Kolb Learning Style Inventory, that
was built upon Kolb’s model of experiential
learning.
Let’s review those styles briefly, before we begin to
look at how you apply all of this information in
building your worker’s skills.”
Review of Learning Styles (20 minutes)

Do:

V2: 1/2007
Break class into groups and assign the activity
on pg. 58 of their Learner’s Guide.
To debrief, whip around the room asking
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
Do:
Key Points
Instructor’s Guide
different group members to give the answers to
the fill-in-the-blanks and open ended phrases
on each of the 3 styles requiring completion.
The correct information for this activity follows
below.
Use these key points to help participants
complete Learner’s Guide pg. 58 when
debriefing above activity:
Assimilating:
1. Combines learning steps of Reflective
Observation and Abstract Conceptualization.
2. People with this learning style…are best at
understanding a wide range of information and
putting it into concise, logical form. They are less
focused on people and more interested in abstract
ideas and concepts. When learning, they may
prefer lectures, readings and analytical models.
Converging:
1. Combines the learning steps of Abstract
Conceptualization and Active Experimentation.
2. People with this learning style…are best at
finding practical uses for ideas and theories. They
have the ability to solve problems and make
decisions based on finding solutions to questions or
problems. When learning, they may prefer to
experiment with new ideas, simulations, and
practical applications.
Accommodating:
1. Combines the learning steps of Active
Experimentation and Concrete Experience.
2. People with this learning style…have the ability
to learn primarily from hands-on experience. They
enjoy carrying out plans and involving themselves
in new and challenging experiences. They act on
“gut” feelings rather than logical analysis. When
learning, they may prefer to do field work and test
out different approaches to completing tasks.
Summary
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“In order to “Build the Capacity of Others” you must
understand the experiential learning cycle, and the
learning styles and preferences associated with it.
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Statement:
Instructor’s Guide
These concepts are of fundamental importance to
fulfilling your educative role as supervisors.
As we discussed, while adults have preferences for
some stages of the cycle, ultimately learning
involves activity in all stages.
Because of this, it’s important to ensure that you
provide and sequence learning activities that
represent all stages of the cycle when taking steps
to build your workers’ skills.”
Application to Building the Capacity of Staff (45 minutes)
Say
“To fulfill your educative role, it is your responsibility
to build the competence of your workers.
To that end, you can use the experiential learning
cycle to know what to do, and in what sequence, to
provide growth-oriented activities that reflect sound
principles of adult learning.
For the next hour or so, we’re going to surface
some learning activities/strategies for working with
different style learners.
Do:
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Then, you will learn how to design a series of
activities based on the experiential learning cycle.”
 Break class into 4 groups.
 Provide each group with easel sheets &
markers.
 Assign one learning style to each group and
have the group write the style at the top of their
easel sheet.
 Have groups agree on 2-3 job skills in which
they’d like to build their workers’ competence.
Have them list these skills next on the easel
sheet.
 Then have groups brainstorm some learning
strategies for their assigned style of learner,
within the work context, in order to upgrade
the skills they listed.
 Remind them to refer to the page they just
completed in their Learner’s Guide which
describes the styles and preferences
Module 2 Activity 11
Exercise directions
are on page on 59
of their Learner’s
Guide.
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
Instructor’s Guide
Show the next slide with directions.
Brainstorm!



Slide #5

Write your assigned learning style at the top of your
easel sheet.
Agree on a list of 2-3 staff skills you’d like to
improve.
For your assigned learning style, identify some
teaching strategies and/or activities you can employ
to upgrade a worker’s skills in those areas. Eg.
Diverging / Managing Caseload Priorities:


Mod 2 Act 11

Do:


Ask:
holding open discussions in a staff meeting to share ideas
Posing “what if” situations and brainstorming solutions
4
Allow 10 minutes for their work and have them
post their results.
Review and add value with additional
suggestions.
Provide instructive feedback.
“Are these strategies appropriate for experienced
workers as well as novices?
Would the strategy be different for novices,
intermediates and advanced workers? How?
Do:


Say:
Do:
“These are some good suggestions that show you
understand the range of approaches to adult
learners. Now we need to pull it all together in a
complete learning cycle, because as you
remember, one must go through all stages of the
cycle for the learning to be complete.”


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Make notations and suggestions on their posted
easel sheets to reflect modifications based on
the experience level of the worker.
Leave these easel sheets on the wall for them
to refer to when designing an experiential
learning process based on the learning cycle in
the next exercise.
Explain that, once a supervisor has determined
a worker needs skill-building in a certain
competency, they need to think through and
plan a process for engaging that worker in a
series of learning activities.
Explain that the planning process should
include opportunity for the worker/learner to
experience all stages of the experiential
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learning cycle.
Provide the examples on the next series of
slides to illustrate what that would look like.
Connect each activity to the stages of the cycle
in which it appears.
Discuss the iterative nature of learning, and
how activities at each stage build upon what
was learned in the previous stages.



Do:
Instructor’s Guide

Review and explain each slide. Check for
understanding.
Adult Learning Cycle
Co n cr e t e
Ex p e r i e n ce
Ask staff to follow
tips and report back
on their effectiveness
Slides #5-8
A ct i v e
Ex p e r i m e n t a t i o n
Help staff distill general
tips/guidelines for having
the “hard conversations”
Confronting
Skills
At a unit meeting, pose a
situation from a case.
Seek and discuss
alternative approaches
Ob se r v a t i o n
a n d Re f l e ct i o n
A b st r a ct
Co n ce p t u a l i za t i o n
Ask staff to come
back to next meeting
with 2-3 successful
examples from their
experiences
Mod 2 Act 11
5
Adult Learning Cycle
Co n cr e t e
Ex p e r i e n ce
In next conference,
review performance
and use of tips.
A ct i v e
Ex p e r i m e n t a t i o n
Help staff person explore
what he/she learned from
the observation. Distill tips.
Confronting
Skills
During conferencing,
discuss and identify
weaknesses.
Ob se r v a t i o n
a n d Re f l e ct i o n
A b st r a ct
Co n ce p t u a l i za t i o n
Assign staff person to
shadow co-worker with
stronger skills. Tell
them what to look for.
Mod 2 Act 11
6
Adult Learning Cycle
Co n cr e t e
Ex p e r i e n ce
Write up and post
definitions of key terms
in workstations.
A ct i v e
Ex p e r i m e n t a t i o n
Have staff determine
if the examples meet
the definitions of the
key terms.
Contact Sheet
Notes
Provide some good &
poor examples (from
another unit) Have staff
review & raise questions
Ob se r v a t i o n
a n d Re f l e ct i o n
A b st r a ct
Co n ce p t u a l i za t i o n
Ask staff to read and
discuss FOLIO
instructions (Notes
section), defining key
terms
Mod 2 Act 11
6
Adult Learning Cycle
Co n cr e t e
Ex p e r i e n ce
Have staff person
keep a calendar for 1
week with tasks &
priority # - review.
A ct i v e
Ex p e r i m e n t a t i o n
Compare model with time log.
Identify time wasted or tasks
poorly prioritized
Managing
Time
Have Staff person keep a
time log for 1 week.
Review & Discuss.
Ob se r v a t i o n
a n d Re f l e ct i o n
Share model for
Prioritizing time/tasks
A b st r a ct
Co n ce p t u a l i za t i o n
Mod 2 Act 11
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7
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Do:












Do:

Ask:
Instructor’s Guide
Reconfigure the groups.
Break them into 4-5 groups.
Give each group another easel sheet.
Have groups identify 1 job skill they’d like to
associate with their next task. It can be one
from their former group work, or a new one.
Have groups draw the adult learning cycle on
their sheet.
Have them write the job skill they want to
enhance in the center of the cycle.
Have them identify a teaching strategy (series
of activities) to take their workers through all
phases of the learning cycle around that one job
skill.
Leave one of the examples from the previous
set of slides up on the screen for reference.
Have groups begin their work.
Allow 15 minutes for these discussions.
Provide coaching group to group as needed.
Directions and
three examples for
this exercise are
on pp. 60-61 of
their Learner’s
Guide.
Call time and have groups post and share their
results. They can record cycles they like in their
Learner’s Guides on pp. 62-63.
Provide instructive feedback.
Debriefing Questions:
“What assumptions did you make about the skill
level of the staff you were designing your activities
for?
“How would you do things differently if you were
shaping the performance of an experienced staff
person v. a novice?”
“What did you learn from this activity?”
“Do you see learning experiences differently?
How?”
Concluding
Statement:
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“If you spend very little time in your educative role
as a supervisor, it’s time to reconsider. Without
growing your workers, you’re doomed to
continuously deal with their same deficiencies over
and over. In the long run, this will sap you of more
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Instructor’s Guide
time and energy than you may have to offer. You
burnout. Your worker doesn’t grow. Services aren’t
improved.
This material was presented to help you structure
learning experiences for your workers that are
grounded in adult learning theory. In doing so, you
will greatly increase the likelihood of success of
your educative efforts.”
Transition
Statement
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“Understanding how to build the capacity of others
through the adult learning cycle is a building block
for another common and very effective strategy for
developing workers: coaching. In our next activity,
we’re going to take a look at the concepts and
process of coaching, and you will be able to
connect that process to the important
understanding of how adults learn.”
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