Advanced Learning Techniques

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Advanced Learning Techniques

• Chapter 18

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Chapter OverviewThese 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

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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.

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• 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.

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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.

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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.

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• 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.

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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

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• 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.

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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.

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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).

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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.

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• 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.

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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

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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

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When to use Contract Learning

• The trainer must have adequate skills and
  sufficient resources available
• Trainees must have appropriate levels of maturity

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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.

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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

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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

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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

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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.

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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.

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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.

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Learning Organizations

• Characteristics that enhance Learning
  Organizations
• Systems thinkingbig-picture thinking
• Personal mastery by individuals
• Mental modelsguide thinking and action
• Share visionfor commitment
• Team learning-shared learning experiences
• Team decision making given to teams and workers

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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.

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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

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Summary

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