The Learning Practitioner Primer Programme

practical solutions.

Following the successful series of mini-cases published in 2020, GIBS has again contracted with Emerald Publishing to deliver a series of shorter case studies (mini-cases) focusing on recovery. The greatest challenge facing business schools is to teach relevant and appropriate content. While the development of new theory takes time, the school is able to produce shorter cases that can be taught in the short-to-medium term. The school provides material to the broader academic community that is both timely and of good quality. Developed in-house, specifically for a GIBS context, the Learning Practitioner Primer Programme (LPPP) targeted programme managers and coordinators across the Social Education, Academic Education and Corporate Education divisions. Delivered using a blended learning approach, the course aimed to enhance delegates’ working knowledge of learning and learning-solution design in order to influence customer relations positively.

COVID-19 presented an opportunity to pause and reflect, with GIBS devoting energies to further building capabilities needed in staff and faculty alike. The move towards digital and blended learning methods, in combination with an increasingly competitive business education marketplace, necessitated an upgrade in programme management and coordination skills to ensure that GIBS frontline staff continued to service our customers excellently with a greater depth of understanding of contemporary and blended learning methods.

Gordon Institute of Business Science auditorium LPPP kicked off with 31 delegates in July 2020 and concluded with 24 delegates in November 2020. An overall completion rate of 77% was achieved (one delegate left; one delegate withdrew and five delegates deferred), coupled with an 88% competency rate. On average, participation rates were 82% per learning cycle.

Self-study, asynchronous (learning in the student’s own time) sessions provided delegates with a degree of flexibility, with a view towards minimising challenges associated with insufficient time to study owing to workload pressures. Learning cycles were further supported by synchronous (learning together at the same time) sessions to help delegates make sense of the new knowledge and skills. Delegates were also assigned mentors to further embed and support the process.

An experiential learning model underpinned the programme’s design, with each session of learning requiring delegates to move through and complete activities associated with Kolb’s learning cycle: namely, doing/having an experience; reviewing/reflecting on the experience; concluding/learning from the experience, and planning/trying out what one has learned.

Activities per cycle included set-up, thought leaders, share and discuss, and feedback and close sessions. Formative and summative assessments were conducted using quizzes, journals and group and individual assignments.

Follow-up modules are planned for design, based upon delegate and mentor feedback, coupled with the new strategic direction of GIBS and divisional needs and capabilities that underpin its implementation.