(i)MASC “manager as coach” Adult Learning Styles The first "Testicular Guard" was used in � http://www.cymeon.com/lss2.asp cricket in 1874 & the � http://www.brainboxx.co.uk/A2_LEARNSTYLES/pages/learningstyles.h tm first helmet was used in 1974. � http://www.brainboxx.co.uk/A3_ASPECTS/pages/VAK_quest.htm � http://www.businessballs.com/kolblearningstyles.htm “It took 100 years for men to � http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html � http://www.acceleratedlearning.com/method/test_launch.html realize that the brain is also � http://www.learningandteaching.info/learning/experien.htm important!” 1
http://www.acceleratedlearning.com/method/test_launch.html The main types of intelligence are: Our own system of trying to guess � Linguistic - well developed in people who are good with words, who what or how much a child's mind can like to write and read a lot. Obvious examples are authors, journalists, poets, orators and comedians. assimilate results in cross purposes, � Mathematical / Logical - well developed in people who are good misunderstanding, disappointments, with numbers and appreciate step-by-step, logical explanations. Obvious examples are engineers, economists, scientists, lawyers anger and a general loss of harmony. and accountants. � Visual / Spatial - well developed in people who are good at art, visualising, navigating. Obvious examples are architects, Jean Liedloff photographers, painters, strategic planners, and sculptors. � Musical — well developed in people who are good at music and rhyme, and who have natural rhythm. Obvious examples are composers, musicians and recording engineers. � Bodily/Physical — well developed in people who are good at sport, dance, and handicrafts. Obvious examples are athletes, sportspersons, carpenters, Training surgeons, builders. an instructor-led, content-based intervention, leading � Interpersonal — well developed in people who are good at persuading and to desired changes in behaviour selling or at teaching others and who can read other people's moods well. Obvious examples are teachers, trainers, politicians, religious leaders and sales people. � Intra-Personal or Reflective — well developed in people who are good at self-analysis and reflection, drawing conclusions from their own experience (and mistakes!), setting goals and making plans. Obvious examples are philosophers, psychologists, therapists. � Naturalistic – well developed in people who like and respect nature and are interested in subjects like astronomy, evolution and the environment. Obvious examples are farmers, vets, biologists, gardeners and Learning environmentalists. a self-directed, work-based process , leading to increased adaptive capacity Telling isn’t Training Training and Learning Strategies - their Definitions � the question is not… how long does it take to teach TRAINING STRATEGY the information. � The phrase ‘training strategy’ is often a bit of a misnomer because it just describes a training plan. � the question is not… how long does it take to learn � Usually, it follows the business strategy and, the information. although directly linked to it, is limited by the thinking behind the business plan in terms of timescale and breadth. � the question is… how long does it take for someone � In effect, training plans support the organisation to use the information. while strategies lead them. 2
Teaching vs. Learning Training and Learning Strategies – their Definitions LEARNING STRATEGY � Teaching can be defined as the work of � A learning strategy looks further into the future and is one way instructing, presenting or imparting of dealing with the unknown and the unknowable. knowledge or skills or causing someone to � It aims to ensure that the organisation and its employees learn learn by memorization, example or more quickly than their competitors, thereby providing a competitive advantage in its own right. experience � Learning, unlike training, is not ‘done’ to people; it should � The best learning occurs when the teacher happen in a way that makes it totally integrated with the way the organisation works. lets go of being “the Sage on the Stage” and � Moreover, line managers have to understand and be totally becomes “The guide on the Side.” involved with a learning strategy, because they will have to ensure it happens. Teaching is the Activity; Learning is the Outcome What is Learning? � Let’s define learning as the acquisition of knowledge, skills � Teaching solely by presentation and and/or understanding that helps us perform new tasks or carry out existing tasks to a higher standard. The bottom line is that lecture rarely imparts the knowledge learning adds something positive for an individual. we want people to learn – and never the � In most effective learning the learner gains a blend of new skills, knowledge and understanding. skills, attitude and actions to be � They operate best if they understand what they are doing, why successful is the activity; learning is and how it all fits together. � Learning is an activity, just like any other. Knowing how it the outcome. works and when it works effectively means you can get the best from it. What People Learn A Definition of Learning � Knowledge – first awareness then the acquisition of new concepts, facts, and opinions. Method; read, lecture, video � Learning has happened when we can demonstrate that we know something we didn’t � Attitude – or willingness, motivation to act, this if often the key know before (insights and realizations as well as to a successful life; attitudes of resilience, determination, optimism, persistence and self-initiative. facts) and/or when we can do something we Method; group discussion, peer pressure couldn’t do before (skills). � Skills – to demonstrate or perform an action or function. Method; demonstration, practice 3
Conditions for Learning � Desire � There are only two reasons a � Knowledge person doesn’t change. � Commitment � Freedom 1. You don’t want to change. � Accountability 2. You think you can’t change. Management Matrix A new role for the trainer Acquiring additional and new people skills is a constant through management growth. � First line; technical � Middle; human � Senior; conceptual, strategic. Supporting, accelerating and directing learning interventions that meet organisational needs and are appropriate to the learner and the context The Traditional Approach A new role for the trainer ASTD’s Benchmarking forum organizations: 91% of programs are evaluated at level 1 (reactions), 54% at level 2 (learning), 23% at level 3 (transfer) and only 8% at level 4 (results and impact) Reaction – how well did training participants like the programme? Learning – what knowledge did the participants gain? Behaviour – what positive changes in participants’ job behaviour took place? Results – what were the training programme’s organisational effects? CIPD 2006 Annual Learning and Development survey showed that only 36% seek to capture the effect on the organisation’s bottom line, with fewer still undertaking a return on investment evaluation (18%) 4
4 Level’s of Kirkpatrick’s Evaluation Model � Reaction of student - what they thought and felt about the training. Learning function Return on expectation � Learning - the resulting increase in knowledge or efficiency measures measures capability. � Behaviour - extent of behaviour and capability improvement and implementation/application. � Results - the effects on the business or environment Return on investment Key performance resulting from the trainee's performance. measures indicators / benchmark measures Learning Retention � People will remember about 70% of a purely verbal presentation, three hours later; but as little as 10% after three days. � People will remember about 75% of a purely visual presentation, three hours later; and around 20% after three days. � People will remember about 85% of a mixed verbal / trainers must no longer regard their activities as the sun round which learner planets revolve visual presentation three hours later; and as much as 66% after three days. You Remember � 20% of what you read � 30% of what you hear � 40% of what you see � 50% of what you see and hear � 70% of what you say as you see � 90%of what you say as you do. 5
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