The first two levels of Bronze and Silver focus primarily on building (individual) capability, whereas the last two levels, Gold and Platinum, also include building (institutional) capacity. Each level will also explore different levels of knowledge and the extent to which it is known or unknown. The consistency of our approach at all levels is to ‘stretch thinking and imagination’.  Leading in the public interest relates to our fourth ‘C’ (Customer, Client and Community focus).

At all levels, our TLC Virtual Learning Environment (VLE) supports the application of learning to the workplace, supporting the hands-on learning activities by Applied Leadership Challenge Sets. We will explore each level in turn, although it is important to note that the time involved, the scope and the mass of involvement increase substantially as we progress through the levels.

BRONZE LEARNING:  Discovering the power of Opportunity

Helping participants discover their true career potential while building the core business and leadership skills that the organisation seeks

Bronze primarily focuses on the operational level of learning or, in simple terms, enables participants to do what they are supposed to do well. It involves creating a mindset for operational improvement based on acquiring the right skills and knowledge. This knowledge is generally available. Our role is to bring this knowledge together in the most accessible and easily understood content and format with an engaging style of delivery and learning. The learning is easily achieved online with appropriate knowledge skill assessment, which tests their reaction in terms of the usefulness of the learning to their role.

SILVER LEARNING:  Encouraging, Enabling and Empowering

Adapting practice through structuted learning and application among groups of peers. At the core is encouragement and empowerment in bringing their own ideas for change and to engage with the ideas and innovations of peers.

Silver takes this one step forward and emphasises the management of implementation based on the overall objective of the learning programme. We aim to help participants improve their relationships in the workplace, identify and understand the supporting systems and structures and develop skills and behaviours that will impact satisfying customers, clients, or communities. This knowledge is available, although how to use it is less well known. Learning introduces problem-solving behaviours, tools and techniques at the team level. There will be some interactive work required alongside the learning. The activities will support our evaluation of the learning, the second of four levels of learner assessment (Kirkpatrick, 1977). Working with the institution, we assess the knowledge and skills acquired in improved attitudes, confidence and commitment as evaluated by their peers, direct lead, or clients.

GOLD LEARNING:  Stepping up and beyond

Our aim is to raise the level of self and organisational awareness within teams, the organisation and its networks to enable better practice and collaboration across all levels of leadership

Gold-level learning and application encourage continuous improvement to be embedded within the learning and application of organisational change. It is about building capacity as well as capability. The aim is to bring a range of participants together from different levels of leadership and across various disciplines, generally at a task or project level. Levels of knowledge will be strong in terms of what is already known but less so in terms of addressing what is known to be currently unknown. It benefits identifying and addressing knowledge gaps and learning. The intended learning objective is to support capability and capacity through project-based activity. Assessment of learning embraces three of the four levels of Kirkpatricks’ evaluation model. Competences are tested from ‘Reaction’ through “Learning’ to ‘Behaviour’. Our level of learning pyramid illustrates this well. The work-based activity provides the foundation for learning and application groups who agree and respond to an Applied Leadership Challenge (ALC). The length of time for the learning is project or ALC based. ALC peer-support groups will work closely together in tackling the challenges and reflecting on and applying the knowledge, supported by a more action learning-focused approach through the TLC VLE.

Our Platinum Learning Track is a unique and all inclusive process to develop people and organisations in synergy, the ultimate social outcome of which is that of improvement by influencing and informing the future generations of learners and leaders.

Platinum is the highest level of learning, seeking to address an improvement culture across an institution and its networks. At this level of learning, we focus equally on people and systems. In Kirkpatrick’s terminology, learning assessment takes account of ‘reaction’ and ‘learning’. Still, it ultimately seeks to evaluate the alignment between evidence-based ‘behavioural change’ and results (including a fifth level of ‘return on investment/public interest’). The levels of knowledge will already be strong and well-informed. The intended learning objectives will thus focus more on the future potential and capacity of the institution and its networks in exploring what is currently unknown. The prime learning journey is one of discovery using both moral and collective compasses. Learning and application focus on supporting the improvement of the institution’s core purpose and its networks and demonstrating this through evaluation. The learning at the Platinum level is long-term, generally taking place throughout (at least) one calendar year. The process is supported directly by our structured application process of Leading/Learning through 360° Intelligent Networks, Knowledge and Skills (LINKS360°^®). The goal is to transform knowledge into wisdom.