Advanced Learning Techniques

1. Advanced Learning Techniques Chapter 18

2. Chapter Overview�These training methods are most generally used in off-the-job training. Algorithm Programmed Instruction Behavior Modeling Contract Learning Growth Groups Distance Learning Adventure Learning Learning Organizations

3. The Algorithm A form of logic (presented as a chart) that leads the trainee through a series of decisions and actions to diagnose a logical conclusion.

4. An algorithm is a form of logic that begins with the most general case and, by the use of a series of decisions and actions, leads the trainee to diagnose a path to a specific conclusion. The logic is represented as a chart, which is constructed so that the trainee follows no unnecessary paths. This saves time and avoids the risk of an overload of unnecessary information. An algorithm is used mainly in diagnostic or problem-solving activities.

5. Use an Algorithm When an objective is to learn a skill involving diagnosis When the prose description of a skill is long or complicated. When trainees are more familiar (and comfortable) with diagrams than prose descriptions. Troubleshooting the inability to connect to the network.

6. Programmed Instruction (PI) Packaged learning in which the material is represented in small portions called frames. The learner controls the pace and the path of learning through direct interaction with the programmed material.

7. An attempt to individualize learning by allowing each trainee to control his or her direct interaction with the program material. A PI package consists of carefully designed and pretested material presented in small units called frames. Each frame requires an overt response from the learner, who receives immediate feedback concerning that response. The learner progresses through the material at a pace that fits his or her ability and motivation.

8. Two formats for PI Linear format: very simple, limited and sharply focused information. Information Question Response Compare to answer Immediate knowledge of results Go to next information

9. Branching format: Frames have much more information content than linear format. The trainee answers a multiple-choice question at the end of the frame. The answer then determines whether the trainee proceeds straight on to new information or branches off to complete one or more remedial frames before returning to new information.

10. When to use PI When the training objective is to convey information rather than to change attitudes or behavior. When the subject matter is stable and is required by many trainees. When you cannot conveniently gather trainees in one location.

11. Behavior Modeling The learner copies a model performance and is given feedback, rewards, and further practice. �Do as I do� delineates behavior modeling. The general process is to show the trainees a skilled performance (a model), encourages the trainees to copy the performance (practice), and give detailed feedback on the practice (rewarding appropriately).

12. Detailed steps include Perform a detailed TNA so that the exact behavior to be modeled can be clearly specified. Create the model to be copied. The model behavior is usually videotaped so that it is available to trainees whenever and however often it is needed. It needs to be related to work needs of trainees, so transfer of learning is effective. Appropriate explanations of �why� can be given if trainees need the explanations. Trainees view the model or part of the model.

13. Trainees copy the model. Trainees receive feedback on their performance and appropriate rewards. Repeat steps 5 and 6 or 4, 5, and 6 as necessary until desired behavior is established. Trainees may be assisted to generalize the behaviors and/or the principles learned to different situations.

14. When to use Behavior Modeling Whenever there is only one correct and/or efficient way of doing something When the learning objective is to develop a behavior When there is a critical requirement for standardized performance. When trainees will accept the prescriptive nature of the training. When the trainer has adequate observation, feedback, and rewarding

15. Contract Learning Mature learners decide what, how, and how much they will learn and prepare a contract specifying these details. Based on an agreed contract between the trainer and the trainee. Parties agree on the following: Written form of terminal behavior, standards, and conditions What is to be learned How the skills and knowledge are achieved The evidence that the trainee is to present to demonstrate that the objective has been achieved

16. When to use Contract Learning The trainer must have adequate skills and sufficient resources available Trainees must have appropriate levels of maturity

17. Growth Groups Groups designed to promote knowledge of self and to improve interaction with others. They range from relatively structured, impersonal, and short-term training exercises used to develop social skills through to the intense, freewheeling, and highly personal activities that occur in encounter, sensitivity, and T groups.

18. When to use a Growth Group When a skilled leader is available When the learning objective include at least one of the following: To inform trainees of how they are perceived by other and how their behavior affects others To acquire insights into why people behave the way they do

19. When to use Growth Groups cont. To foster increased tolerance and acceptance of the behavior of others To develop new ways of interacting with other and to receive feedback on and support for the attempt To develop understanding of how groups operate

20. Distance, Open, and Flexible Learning The specialized techniques used to promote learning when trainer and trainee are separated by distance. Cause of distance learning Cost-effectiveness in economic hard times Comparative availability of high-tech media Video Computers Networks Teleconferencing

21. Distance Learning Distance, open, and flexible learning reflect all the advantages and disadvantages of the different training techniques. In addition, the learning has to deal with the additional factor of distance separating the trainer from the trainee, which means limited communications and delayed feedback for both parties.

22. Adventure Learning Used in development of self-esteem, motivation, creation and improvement of teamwork and developing individual problem solving skills and development of leadership skills Usually characterized by being outdoors, requiring participants of engage in physical and psychological tasks, challenging activities, using a group context and significant debriefing of activities.

23. Learning Organizations This is not a training strategy per se, but rather a philosophy of what an organization should be. An organizational philosophy and culture based on a constant search for relevant new knowledge, dissemination of this knowledge throughout the organization, and experimentation and learning by individuals. This demands the company be organic, flexible, and infinitely and quickly adaptive. To achieve these characteristics, organizations must continually learn.

24. Learning Organizations Characteristics that enhance Learning Organizations Systems thinking�big-picture thinking Personal mastery by individuals Mental models�guide thinking and action Share vision�for commitment Team learning-shared learning experiences Team decision making given to teams and workers

25. Challenges in Learning Organizations Trainers will need to be highly competent in the range of knowledge and skills of developing people and organizations. Trainers will need the negotiation skills to convince management that instituting a learning organization is not a simple ten-step procedure but a lengthy development process.

26. Summary Advanced training techniques involve much more involvement of the trainees. Four on-the-job techniques Projects Action learning Mentoring Reflection via Structured Diary Analysis

27. Summary Eight off-the job techniques Algorithms, Programmed Instruction Behavior modeling Contract learning Growth Groups Distance Learning Adventure Learning Learning Organizations