A Toolkit for Facilitators and Managers - Civil Service Learning · 2019-12-10 · Honey &...
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kr14 A Toolkit for Facilitators and Managers
Transcript of A Toolkit for Facilitators and Managers - Civil Service Learning · 2019-12-10 · Honey &...
kr14
A Toolkit for Facilitators
and Managers
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Content of this toolkit
Chapter 1: Introduction
• What is ‘The Learning Team’?
• What is workplace learning?
• Background to ‘The Learning Team’
Chapter 2: Facilitating ‘The Learning Team’
• Step by step guide
• Creating the foundation for team learning
• Identifying pressure points and goals
• Brainstorming workplace learning opportunities
• Making it real, making it happen
Chapter 3: Useful additional information
• Design choices
• Roles in the approach
• Annexes: Resources including a blank Learning Plan, FAQs, Contact us
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A brief introduction to The Learning Team and workplace learning,
plus the background to how we developed The Learning Team.
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What is
The Learning Team is:
• A structured, tried and tested method of team learning, helping teams overcome
business challenges and learning to work more effectively together, sharing
expertise and using learning to achieve business benefits.
• An engaging approach to help teams identify some of the biggest barriers to
delivering their work more effectively, to identify creative ways to learn how to
overcome those challenges in collaboration with their colleagues and to plan
and utilise workplace learning (as well as other forms of learning).
• It is not, however, the solution to every challenge a team faces or the only way
to learn.
Why did we develop it?
• To offer a practical solution to meeting expectations in the Civil Service
Reform Plan
• To help civil servants discover new ways to learn rather than relying solely on
face to face training
• To bring workplace learning to life and make it ‘real’
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Workplace learning is:
• Any learning you do in your normal workplace. This includes informal learning you do as part of your job and other activities you may have to set aside time for such as reading or job shadowing. It is probably something you do already.
• For everyone, whatever your role or level of experience
• Sometimes combined or ‘blended’ with more formal learning, like courses, to help you continuously build your skills and apply them in your day-to-day work
• Self-directed – you access the learning you need, when you need it
• Manager supported – your manager should guide you and help you take stock of your progress.
Good learning models use the 70:20:10 principle:
What is workplace learning?
(on the job, special projects, most
modern e-learning, research, reading,
experimentation and reflective practice)
(observation, feedback, mentoring,
coaching and peer support activities)
(formal training, courses and
organised events)
Self managed
Through others
Classroom
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Background to The Learning Team
How did we develop The Learning Team approach?
• Two pilots:
• Department for Business, Innovation and Skills
- three teams over 12 months
• Ministry of Justice - four teams over six weeks
• We regularly checked in with the teams to evaluate how it
was going. We found:
• The teams piloting ‘The Learning Team’ experienced
significant positive impact on their daily work and their
general team cohesiveness
• Some elements of the process worked better than
others, so we took the bits that worked and streamlined
the approach.
For the first time in years we
are doing an L&D experience
that is engaging!
Bev Thomas, BIS
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A step by step guide on how to facilitate The Learning Team
approach, with lots of tips on how to do each step
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Creating the foundation for team learning
Introducing key concepts to the team:
• Workplace learning
• Real business benefit (not ‘nice to have’)
• Kolb’s learning cycle, Honey & Mumford’s learning preferences, workplace learning styles
• The Learning Team approach
Where does it hurt?
• What are the daily challenges for the team? Create a long list
• Prioritising - what are the two things that would particularly help the team do their work to a higher standard/ lower cost/ faster?
• If the team tackled those two things what would be different? How would the team know things were better?
What can we do?
• What are the different things (learning activities of all kinds) the team can do together to tackle their two challenges?
• Help team ensure all learning stages/ preferences are represented
How shall we do it?
• Plan the order and approximate timings of activities
• Teams using the approach over a longer period of time, 4-12 months, get a significantly stronger return on investment
• Individuals from team take charge of activities
• Ensure commitments are clear
• Agree check points
• Capture as list or learning journey (write down)
Identifying pressure points and goals
Brainstorming learning opportunities
Making it real, making it happen
‘The Learning Team’ is a straightforward process of four steps – all four can be covered in
one session. The process works best supported by an experienced facilitator. A team of up
to 12 people will probably need 1.5-2 hours.
Step by step guide:
Senior management commitment and support all along is crucial
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Creating the foundation for team learning
Introducing key concepts to the team:
• Workplace learning
• Real business benefit (not ‘nice to have’)
• Kolb’s learning cycle, Honey & Mumford’s learning preferences, workplace learning styles
• The Learning Team approach
Where does it hurt?
• What are the daily challenges for the team? Create a long list
• Prioritising - what are the two things that would particularly help the team do their work to a higher standard/ lower cost/ faster?
• If the team tackled those two things what would be different? How would the team know things were better?
What can we do?
• What are the different things (learning activities of all kinds) the team can do together to tackle their two challenges?
• Help team ensure all learning stages/ preferences are represented
How shall we do it?
• Plan the order and approximate timings of activities
• Teams using the approach over a longer period of time, 4-12 months, get a significantly stronger return on investment
• Individuals from team take charge of activities
• Ensure commitments are clear
• Agree check points
• Capture as list or learning journey (write down)
Identifying pressure points and goals
Brainstorming learning opportunities
Making it real, making it happen
‘The Learning Team’ is a straightforward process of four steps – all four can be covered in
one session. The process works best supported by an experienced facilitator. A team of up
to 12 people will probably need 1.5-2 hours.
Senior management commitment and support all along is crucial
Step by step guide: Timing
30mins 40mins 25mins 25mins
1.5 hrs is realistic if you already know
the team well. Two hours allows everyone
space and time to contribute.
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What do you need to get started?
A willing team!
Commitment to have a go and put some time and effort into learning
activities, even if you are busy
A basic understanding of the approach and key elements –
What is going to happen?
What do we have to do?
What are the different types of learning?
Creativity and sharing – A desire to find
different ways of learning and a willingness
to share what you already know
A few materials such as flip chart / A3 paper,
pens, post-it notes, sticky dots (optional),
learning plan template
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The team will need to understand:
Workplace learning :
What is workplace
Learning: The
70:20:10 model
1 Real business benefit
(not ‘nice to have’):
Learning as a means to do daily
work better - faster, cheaper, or
to a higher standard
2
Kolb’s learning cycle, Honey & Mumford’s learning
preferences, Workplace learning styles
What would be different if you tackled those? How
would you know things were better?
3
‘The Learning Team’:
The Learning Team is a straightforward four
step process to help teams be better at learning
and getting the benefits of learning.
4
Step 1: Creating the foundation for team learning
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The team will need to understand: what workplace
learning is and different activities they can do
Step 1: Creating the foundation for team learning
Top tips: Teams / Facilitator:
• If either the facilitator or the team do not know
much about workplace learning, spend some
time looking at information about workplace
learning before starting the process – this will
help you come up with ideas for learning in
the workshop
• See description of workplace learning on slide 5
and look at the CSL portal for things like ‘The 39
Steps’ flyer
You can find more on
the CSL portal about
workplace learning:
There are also a wealth of
online guides and materials
available on the portal
Workplace learning :
What is workplace
Learning: The
70:20:10 model
1
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Step 1: Creating the foundation for team learning
Top tips: Facilitator
• Here are a few quotes from the pilots we ran which
you might want to share with the teams to help
them understand the business benefits
I now think more broadly about
policy and about making
connections. I’m better informed
and more pro-active. I feel more on
the front foot, I feel more confident
because I understand better the
whole context I’m working in and
how my bit fits into that.
Kath Jakubiak, BIS
We were a well functioning team but it’s taken us to the
next level.
We are more knowledgeable… we do better briefings…
we can respond faster… it has given us added value
Richard Price, BIS
Real business benefit
(not ‘nice to have’):
Learning as a means to do daily
work better - faster, cheaper, or
to a higher standard
2
The team will need to understand:
How learning links to real business benefits
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Kolb’s learning cycle, Honey & Mumford’s
learning preferences, Workplace learning styles
What would be different if you tackled those?
How would you know things were better?
3
Step 1: Creating the foundation for team learning
Top tips: Teams / facilitator:
• Be familiar with how people learn, and in the
session brief people on the different ways of
learning, to help them be creative
• Try not to make it too theory based; a simple
understanding of how to learn in different ways is
all that is needed
I now think more broadly about
policy and about making
connections. I’m better informed
and more pro-active. I feel more on
the front foot, I feel more confident
because I understand better the
whole context I’m working in and
how my bit fits into that.
Kath Jakubiak, BIS
Keeping the theory light - this is an
example from CSL’s Achieve Your
Potential guide
The team will need to understand: Different types of
learning preferences and the learning cycle so they
can make the most from their learning
You can find more on the
CSL portal about
different learning styles,
the learning cycle etc
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‘The Learning Team’:
The Learning Team is a straightforward four
step process to help teams be better at learning
and getting the benefits of learning.
4
Step 1: Creating the foundation for team learning
Top tips: Facilitator:
• Talk to the manager beforehand and make sure they
understand the process and their role in supporting it
e.g. supporting learning, encouraging the team to
identify priorities and learning activities
Step by step guide:
‘The Learning Team’ Top tips: Teams / Facilitator
• Use the roles section in Chapter 3 of this toolkit to
help team members and managers understand their
role in this process and how they need to contribute’
The team will need to understand:
The Learning Team approach and what to
expect during the process
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Step 2: Identifying pressure points and goals
Create a long list:
‘What are your daily
challenges?’
‘How can we make your
work easier?’
1
Prioritise:
what are the two (max three)
things that would help the team
do their work to a higher standard/
lower cost/faster?
2
For the selected priorities, identify the
learning goals.
What would be different if you
tackled those?
How would you know things were better?
3
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Step 2: Identifying pressure points and goals
Top tips: Teams / Facilitator:
• Explore what challenges really mean e.g.
Is ‘project management’ really about
managing projects or better organisation?
• Is being ‘more confident’ really about
being able to say no and being more in
control of your work, or is it about dealing
with stakeholders / doing presentations?
It’s important to keep the conversation real and grounded
in the team’s work. Possibly get them to think about
big projects in the next year and whether they have skills
to do it.
It’s about things that matter to the team, not just lists of
competencies or L&D products
Top tips: Teams / Facilitator:
• If the team is struggling to identify their
real challenges, try using questions like:
‘What is the one thing that would really
help at work?
What two things do you really struggle
with at work?
What would save you a lot of time /
effort / hassle if
you could do it better at work?
What gives you real grief at work?
What makes you wish you didn’t have
to go to work?’
Create a long list:
‘What are your daily
challenges?’
‘How can we make your
work easier?’
1 Team
Activity
Small Group
Activity
Top tips: Facilitator:
• You can do this by getting people to
shout out issues or in small groups
writing them on post-it notes then
grouping issues on a board.
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Step 2: Identifying pressure points and goals
Team
Activity
Prioritise:
what are the two (max three)
things that would help the team
do their work to a higher standard/
lower cost/faster?
2
Top tips: Facilitator
• Why not try using sticky
dots – give everyone three
sticky dots and let them put
them next to the ones they
want to tackle –
it’s a nice visual way of
choosing and everyone
feels they have had a say
Top tips: Teams:
• Try to stick to a maximum
of four
• The team can always do
more later, but experience
suggests three is enough to
put effort into initially
Choose between two to four things from the list that
the team want to put effort into addressing or which
they think are their most pressing challenges / will
make the most difference to their work
You can do this by everyone voting
Prioritise:
what are the two (max three)
things that would help the team
do their work to a higher standard/
lower cost/faster?
2
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Step 2: Identifying pressure points and goals
Team
Activity
Top tips: Teams
• This is really important
• Make sure you invest
sufficient time in this activity
so everyone knows what you
are working towards and has
a shared understanding
• If people are saying things at
odds with each other, make
sure you probe until it is
clear what the challenge
really is, otherwise it will be
hard to identify appropriate
learning activities.
Take each priority and talk through what it will be
like in 6-12 months time if things have changed/got
better. What will we be able to do then? How will
we work differently?
For the selected priorities, identify the learning goals. What would be different if you tackled those? How would you know things were better?
3
Ideally you want to be able to identify measures too,
so you can see if it has had an impact
Feedback
People
Survey
results
Performance
indicators
A concrete measure won’t be possible on everything!
Example measures:
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Step 3: Brainstorming learning opportunities
Create a list of learning
opportunities which
could be used to address
each challenge
1
Ensure a good mix of
learning styles and
opportunities to use as
a team
2
Select the best
opportunities which
the team is prepared
to undertake
3
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Small Group
Activity
Step 3: Brainstorming learning opportunities
Top tips: Teams/Facilitators
• Divide team into small groups.
Ask them to take one challenge
each and come up with ideas
about how they, as a team, could
address it – using workplace
learning, more formal learning or
a combination
• Use post-it notes and let people
write down as many ideas as
they can
Think what you have to offer:
• Do you have some knowledge / have you been
on training that you could share with the team?
• Do you know anyone who could come and talk
to the team?
• What are you prepared to do?
What is available on CSL?
If you don’t know, or don’t have access to the CSL
portal, make it an action to find out more and
share it with the team.
Do some
e-learning
Run a
workshop Talk to a
professional
Read an
article
Be as creative as possible!
No idea is silly at this stage!
Create a list of learning
opportunities which
could be used to address
each challenge
1
Shadow
someone
Search the
internet
Visit
another
team Mystery
shopping
Organise
a quiz
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Ensure a good mix of
learning styles and
opportunities to use as
a team
2 Small Group
Activity
Step 3: Brainstorming learning opportunities
Top tips: Facilitator:
• One way to generate ideas is
to let the groups move around
and look at each other’s ideas
and then add to them
• Assess their list to make sure
they have something for every
learning style. If not, challenge
them to think more broadly
It is easy to just come up with the obvious
things or formal learning options.
Challenge team members to think about
the different opportunities they get to learn
in their jobs or to share their learning. What
else could they do?
Build in plenty of opportunities for the team
to come together to reflect and discuss -
that is where the team learning will occur.
Concrete experience Knowledge,
theories, ideas Observe, make sense Experiment
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Select the best
opportunities which
the team is prepared
to undertake
3 Team
Activity
Step 3: Brainstorming learning opportunities
Top tips: Teams
• It is best to complete this stage
as a whole team
• Start to group ideas and discuss
as a team. Do you want to do
this? Who would do it? How easy
would it be to organise?
• Don’t get into detailed planning,
but the team has to want to have
a go and think it is something
they could realistically take on
• Encourage each other to try
some of the slightly more creative
/ challenging ones as they may
be more rewarding.
• Do this for each challenge.
• Select as many opportunities as the
team thinks is realistic in the time
given - what is realistic in six weeks
might be different to what is realistic
in six months.
Once you have a long list of ideas, it is
time to select the ones the team wants to
have a go at.
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Step 4: Making it real, making it happen
Plan the order of the team’s
learning activities
1
Make sure everyone
takes responsibility
for something and
knows what they have
committed to
2
Agree review points
and next steps
3 Create the Team
Learning Plan
4
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Plan the order of the team’s
learning activities
1 Team
Activity
Step 4: Making it real, making it happen
• It is important that everyone is involved so it
is good, ideally, to get everyone to take
responsibility for a learning activity
• If there are not enough actions for everyone
to lead, or people want to do the same
things, that’s fine. They can do them together
and talk about what they have learnt.
When deciding on timings think about
things like:
Are any of the activities time-bound?
Are any reliant on other things happening first?
Who wants to do the activity and when will
they have time to do it?
How long will it take realistically to set it up?
Make sure everyone
takes responsibility
for something and
knows what they have
committed to
2
Top tips: Team
• Ideally allow 6-12 months for the
Team Learning Plan
Teams don’t have to stick to the times they
allocate, but it is good to make a plan with
timescales so they can monitor progress.
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Agree review points and
next steps
3 Team
Activity
Step 4: Making it real, making it happen
Next steps:
• Who is doing what?
• Who is creating the Team Learning Plan?
Top tips: Teams
• It is good to build in regular
reviews e.g. plan to discuss it
once a month at team
meetings.
• It is worth having at least one
person responsible for
checking on progress either
against the whole learning plan
or specific strands.
Do a Health Check:
• Will this help us achieve the goals we set
out in Step 2?
• Have we taken on too much?
• Will we find this exciting?
27 kr14
Create the Team
Learning Plan
4 Team
Activity
Step 4: Making it real, making it happen
Having a visual learning plan is really
important. It reminds people what they
have committed to and gives the team
something against which they can easily
check progress.
Decide who is going to write up the Team
Learning Plan
Here’s an example:
28 kr14
29 kr14
Learning journey template
Chose the time measure that
makes sense (print on A3
and if necessary create
two half-year ones)
The learning priorities
the team has chosen
This key is a handy reminder of the different
modes of learning – it uses Kolb’s learning model
For each priority:
what tells the
team you have
tackled the
problem/
mastered the
challenge?
What does
success look and
feel like? What
will be different?
The content – that’s what
the team creates!
Top tips:
• There is a blank
version of the
template available
on CSL’s website
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Maintaining the momentum
How do we keep it going?
Regularly check in on progress against the Team Learning Plan and
revive it if needed
Discuss learning in team meetings
Identify someone in the team to lead / champion it
Role model commitment to it at the top
e.g. Managers taking part in learning activities
and sharing their own learning
Use the positive impact from initial activities to
encourage you to try more activities
Focus on real business issues i.e. things the team
really want to address.
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Useful information to understand before facilitating The Learning Team approach Including: Design choices | Roles in the approach | Resources including a blank template
FAQs | Contacting us
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Teams (rather than individuals): We are targeting teams because many civil
servants do their work in teams - we have found this creates an energy for learning
which is not as great when individuals do it on their own.
Focus on the ‘real’ work:
We want to focus on learning as a means to help us
do our daily work better - the best place to start is
where people will put energy.
Eventually you can do it on things like corporate priorities,
but it is best to start on the things that really matter to the team members.
Design choices
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Design choices
Facilitation: The process can be done by committed
managers, but using a facilitator initially can help a space
to be created where:
• everyone feels safe talking about things
they don’t do so well at at the moment, or things
they wish they could do better
• there is room for a genuine conversation about
what would help the team’s work the most
It’s not a race. This is not a process that teams
should rush through – lasting change takes time to
create and embed. The team will get much more
out of 12 months than 12 weeks. Minimum of four
or five months, preferably eight to a year.
34 kr14
Roles in the approach
Five different roles:
Team member - taking part in the process and taking responsibility for
learning, leading on an action, maybe offering to facilitate next time.
Team manager – role modelling the importance of learning, encouraging
the team, supporting the approach, possibly facilitating it
Facilitator (optional) - useful initially to facilitate the workshop, encourage
participation, and ensure the team develops a Team Learning Plan
HR / L&D teams – Support and promote the approach, identify teams,
source facilitators, check on progress, evaluate and gather case studies
CSL provides training for facilitators and L&D teams on the approach,
maintains the toolkit, answers queries, and evaluates the approach to see
how it can be improved.
5
4
3
2
1
35 kr14
Roles in the approach:
It is important you don’t feel like this is being ‘done to you’.
You have a role in:
• Contributing your ideas
► E.g. priorities the team should address, ideas on
learning, and ways which could help address challenges
• Taking responsibility for learning
► E.g. putting your name down for at least one learning activity and sharing what
you have learnt with the team
• Sharing your knowledge
► E.g. if you are knowledgeable / skilled at something,
share that with others in your team
• Speaking up if something is not working and finding
an alternative - it won’t get better if you don’t do anything about it!
1 Team member
36 kr14
Roles in the approach:
• You may also want to offer to lead or coordinate an area
► E.g. make sure everyone is on track and activities happen – this can
be a good opportunity to get to know your colleagues better or to take
more responsibility in your team
• Or you may want to facilitate the approach –
You just need buy-in from your manager and team –
see the facilitator section
• The more you put in, the more you will get out!
1 Team member
37 kr14
Roles in the approach:
As the manager you are vital to the success of the approach.
You have a role in:
• Role modelling the importance of learning and making time for learning
► E.g. Support all learning activities, even if you or the team are really busy -
investment in learning now will pay off in time savings and efficiencies later.
Undertake learning yourself and share what you learnt. If you are visibly
engaged in learning and the Learning Team approach, your team will be too.
• Letting your team decide
► E.g. let your team identify the issues they want to address - it is better if they
decide what will make the most difference, even if it is tempting to tell them
what you think. If they are struggling to identify things, or are identifying non-
work-related ideas, you might want to offer suggestions.
2 Team manager
38 kr14
Ensure everyone takes part and avoid taking the lead
• The Learning Team approach works best when everyone
feels part of it and comes together as a team. Try and
engage everyone and find something for everyone to do.
Let others take the lead and not necessarily the most
senior team members.
Help your team apply their learning
• E.g. help team members find opportunities to consolidate
and apply their learning. Are there projects, meetings,
visits, presentations etc. they can get involved in to test out
or implement their learning and then reflect on the
experience?
Roles in the approach:
I have learnt that all levels
can lead ... I learnt that it
was important to commit
myself publically – it made
me do more
Mark Franks, BIS
2 Team manager
39 kr14
Roles in the approach:
Maintain momentum
• E.g. keep checking on progress. Check everyone is
happy with how it is going. Build in time in team
meetings to talk about priorities - what have you
learnt and what more still needs to be done?
You may want an external facilitator to help you initially
(see facilitator section), or you or one of your team members
might want to facilitate the approach.
• If you facilitate it yourself, remember to create a safe space, don’t use the
usual hierarchical structures in the team (if they exist) and make sure you
get everyone involved!
2 Team manager
40 kr14
Roles in the approach: Facilitator
As a facilitator of The Learning Team, you have an important role in
getting things started:
• Creating the foundation for the approach
► E.g. Having a pre-meeting with the manager (and potentially
the team) to explain the process, their role and what to expect.
• Facilitating the initial workshop and creating a safe space to share
ideas and discuss areas people are uncertain about
► E.g. sometimes admitting you need development can be
difficult, particularly in front of colleagues. Help people feel
comfortable with the process; it is not about identifying
people who are not very good, it is about helping all to be better.
• Getting everyone involved
► E.g. there are always people who do not want to contribute
as much. Encourage everyone to get involved
but allow people to contribute where their skills are best used.
3 Facilitator
41 kr14
Roles in the approach:
• Helping the team create their Learning Plan
► By the end of the workshop the team should have
created their Team Learning Plan, including identified people
to undertake the learning activities, set timescales and
check points on progress, and gained commitment to the plan.
Help them be realistic about what they can achieve and ensuring
it is relevant to their work. Make sure someone writes it up.
• Checking in on progress
► You may take on this role. If you do, check in regularly with the team and see
how they are getting on. This should help reinvigorate enthusiasm and help
them see the benefits for the team.
• Sharing successes
► Ideally you should evaluate how it is working and share
good case studies with the HR / L&D team, and CSL, so
they can improve the approach or offer more support.
3 Facilitator
42 kr14
Roles in the approach:
HR / L&D teams have a coordinating role:
• Identifying how the approach will work in your organisation
► E.g. what sort of teams could do it, do you want to use facilitators and if so,
where you would find them.
• Communicating and promoting the approach
► E.g. tell your department about The Learning Team and
the benefits. Help those who volunteer / are chosen to
engage with it and understand the value of it.
• Coordinating those taking part
► E.g. find suitable teams, plan timescales, arrange initial meetings and
organise training for facilitators.
• Evaluating and sharing findings
► E.g. check in with teams, evaluate approach and gather case studies, share
findings with CSL so we can all develop, improve and promote the approach.
4 HR / L&D
43 kr14
Roles in the approach:
CSL is there to support you with this approach. They can:
• Provide materials and resources to help you understand the approach
► E.g. this toolkit, other resources on the CSL website
• Provide training to facilitators or HR / L&D teams
► CSL have trained L&D people, HRBPs and facilitators. They have
ensured you have access to Capita facilitators and trainers.
To support managers, CSL has developed a new programme
called ‘Manager as a Developer of Others’
• Answer queries about the approach and collect case studies
► CSL are happy to answer queries and would love to hear how it is going
and whether you can offer case studies we can share.
5 CSL
44 kr14
Annex 1: Resources available
Workplace learning guide
39 Steps
Manager’s checklist
Illustrative learning plans and some real examples
Blank template learning plan
Workplace learning styles questionnaire
How to develop managers as facilitators of learning
45 kr14
Annex 2: Frequently asked questions
• Is this coaching? Facilitators working with teams can certainly use a coaching
style, so there is an aspect of ‘team coaching’. But taken as a whole it is much
more than that.
• Should teams select at least one learning target from the Capability Plan
priorities? That is for the team to decide. Only they know what will help them the
most. They should certainly consider the broader context and you can
encourage the manager to discuss this with their team beforehand.
• Is this new? No and yes. The Learning Team combines known elements into a
new concept that helps teams tackle the challenges of their day job, take
responsibility for their own performance, and to do this creatively and at low-cost.
• Is this for struggling teams? It is for all teams, high-performing or steady, new or
long-established, regardless of work area, location or profession. The process
can help any team that wants to find ways to do their work better, and is ready to
work together to do so.
46 kr14
Annex 3: Contact us
Find out more about CSL’s
and how to use it please contact:
If you want help training internal facilitators or buying in a facilitator,
there is more information available on the CSL portal.
