1 - 1 chapter 9 learning and development methods, interventions and practices
Post on 13-Dec-2015
218 Views
Preview:
TRANSCRIPT
1 - 2
Introduction
The choice and effectiveness of learning methods are influenced by a variety of factors.
To understand these, some basic questions are to be answered about the purpose of learning in specific circumstances
1 - 3
The questions:
1. Is training the best means to bridge the gap in performance
2. Are the desired outcomes defined?
3. Is the level of training appropriate for trainees
4. Do learners understand the purpose of learning methods and contents
5. Does the job environment facilitate transfer of learning?
1 - 4
Selection of learning Methods
There are many learning methods. To ensure interest and sustained attention,
the creative trainer is expected to adopt a variety of approaches within single HRD program.
The preferred style of different learners, knowledge and personality differences and preferred ways of interacting in the world can be considered.
1 - 5
Choosing the most Suitable learning methods Cost of learning is a major issue Media-based learning is becoming common The objectives of learning experience are of
great importance in designing a training program.
1 - 6
Choosing the most suitable learning methods Advantages of having clear objectives
Distinguish between the essential content and content which is not essential
Make informed choice between different taining methods
Help evaluation of the training program Focus on the most effective combination of
learning methods
1 - 7
Learning methods for large groups
Lectures Case Studies Brainstorming Critical Incidents Discussions and Debates Role-plays Drama Exercise Games Outdoor Learning
1 - 8
Learning methods for large groups
LECTURES Most common and highly criticised method Passive and lacks interaction Information can be shared with large number of
people, It is comparatively cheaper than other methods Success depends on:
Skills of speaker Appropriateness of Lecture in conveying subject matter Extent of visual supports facilitate the understanding Willingness and ability of audience to concentrate Length of lecture
1 - 9
Learning methods for large groups
Evaluating Lectures Strategy: appropriateness of level of
instructional strategy (synergy between long-term learning plan and student’s acceptance level
Organization: lecture structure (hierarchical form, chaining, others); provision of summary; effective use of media
Clarity: interaction; active involvement; responsiveness; communication; enthusiasm
Entertainment value
1 - 10
Learning methods for large groups
Lectures can be used to develop discussion Pose questions in the beginning of ecah
lecture End the lecture with further set of questions Pause and reflect, have learners write their
own questions Introduce alternative perspectives Identify and challenge assumptions
Lecturer’s enthusiasm and passion
1 - 11
Learning methods for large groups
CASE STUDIES Factual description of events that actually happened
in the past Comprise a written scenario about an event,
situation, individual, or problem that requires analyses, interpretation, and recommendations for action.
The purpose is to encourage practical applications of skills and knowledge
Resolution of the case is often followed by a group discussion facilitated by the trainer
The approach can be linked to action learning with a step-by-step approach to complex problem-solving
1 - 12
Learning methods for large groups
CASE STUDIES
Steps Understanding the situation Diagnosing the problem area Generating alternative solutions Predicting outcomes Evaluating alternatives Routing out the analysis and planning for
contingencies Communicating the results
1 - 13
Learning methods for large groups
CASE STUDIES
Common criticism Lack of rigour Provide little basis for scientific
generalization Take too long Ambiguity
1 - 14
Learning methods for large groups
BRAINSTROMING Deliberately unstructured in the first stage and
demanding active participation Problem-centered approach to learning The group is given a topic, a question, or unfinished
sentence to focus upon Everything that is said is written done without
evaluation or discussion, however irrelevant, foolish or challengeable
At the end, chance to elaborate, challenge, and discuss
1 - 15
Learning methods for large groups
CRITICAL INCIDENT TECHNIQUE (CIT)
Used to elicit key events which are easily remembered because of their critical or significant impact.
Begins with a brief description of an incident. The group then examines the possible feelings and thoughts of the characters involved, various dialogue exchanges and possible outcomes to the episode
Particularly effective when related to case studies
1 - 16
Learning methods for large groups
CRITICAL INCIDENT TECHNIQUE (CIT)Different groups can exchange findings after separate discussionsIt is necessary to work through the behavior and underlying thinking of the staff to achieve the best possible resolution to the complaintAlso necessary is the choice of critical incident and the behaviors highlighted should fit the organization’s policies
1 - 17
Learning methods for large groupsDISCUSSIONS & DEBATES Useful for encouraging group members to
consider opposing views on particular topics Success depends on willingness of
participants to embrace new ideas and the skills of the trainer in managing potential conflict
Useful tool for three main reasons1. New ideas and perspectives arise2. Interpersonal skills of influencing and
substantiating a viewpoint are developed3. Difficult issues requiring analysis and critique can
be attempted
1 - 18
Learning methods for large groups
DISCUSSIONS & DEBATES
A discussion can be run in the form of a Town Meeting: topic is outlined and a
participant is invited to provide an opinion, and so on
Equal-time technique: members given time to present without interruption
1 - 19
Learning methods for large groups
ROLE PLAYS It is simulation requiring trainees to act the
roles of individuals in a particular sutuation The scenario may be real or imaginery It can be described as “one-act, unscripted
mini-play involving two or more participants taking parts of different people”
Useful means in of learning and practising new and appropriate skills
The ‘actors’ receive feedback from colleagues or the facilitator
1 - 20
Learning methods for large groups
DRAMA Takes more structuring and time than role-
playing Group members perform a scripted piece or
devise one for themselves to illustrate a particular learning point.
The effectiveness rests mainly on the skill of the trainer and the group in drawing out the learning for themselves in a follow-up processing session
1 - 21
Learning methods for large groups
EXERCISES Trainer exercises are a useful way of building
newly presented information or identifying the practical application of new topics or skills
An exercise can be any kind of group activity that produces learning about the group itself or the topic or skill
Must have a clear objective Should involve individual and/or group work
that is then discussed with the trainer to summarize the learning points
1 - 22
Learning methods for large groups
GAMES Includes enjoyable aspects and are valuable
means of facilitating interaction and learning Structured games with objectives and criteria helps to
evaluate performance of the individual participants Good training games should be
User-friendly, format that can be easily explained Easily adaptable Fun to play Challenging Portable
1 - 23
Learning methods for large groups
OUTDOOR LEARNING Adventure education or open-air courses Facilitates team building and leadership via
physically challenging group experiencesUseful for the following reasons: Opportunity to solve real problems Working in different and unfamiliar
environments Can try out new ways in safe arena
1 - 24
Learning methods for large groups
OUTDOOR LEARNING
Useful for the following reasons:Develop mutual trust and supportMemorable experiencesEnjoyable and encourage exploration Develops highly motivated returnIncrease the level of involvement, participation, and enthusiasm
1 - 25
Training methods for small groups
Buzz Groups A Carousal A Continuum A Horseshoe Inter-group Competition Option Groups Pairs Shifting Sub-groups
1 - 26
Training methods for small groups
BUZZ GROUPS: These are gropus of three to eight people.Useful for energizing group members. After a lecture or a video, members share views with neighbours for 5 mins. OR small leaderless discussion groups of four to six people are used .
A CAROUSEL: Groups sit in a circle facing outwards.Another group forms circles facing inwards. Acitivity takes place with pairs working together for some time and then the outer wheel rotates one place, so that each person has a new partner. This encourages interaction between all members.
1 - 27
Training methods for small groups
A CONTINUUM: An imaginary line is drawn down the room, each end representing opposite viewpoints about a topic.Participants stand on the line placing themselves according to the point of view.Discussions take place between people in same section of line or at the opposite ends.
A HORSESHOE: For presentations and discussion, the group sits in a semi-circle with an open space at one end, where trainer sits or stand or there is a chalkboard, flip chart or OHP screen. The traditional classroom layout is avoided.Interaction is increased.
1 - 28
Training methods for small groups
INTERGROUP COMPETITION: Competition is set between sub-groups engaged in similar tasks. Develops unity within each group and rivalry between groups is very energizing. Requires careful monitoring.
OPTION GROUPS: A range of activities is outlined and individuals opt for the one they prefer. Groups are formed on the basis of choices and undertake chosen activities simultaneously.
1 - 29
Training methods for small groups
PAIRS: it is most suitable if the exercise asks for a high self-disclosure. After the paired event, two participants can choose the key learning points to disclose to the wider group.
SHIFTING SUB-GROUPS- A line is drawn down the room . One side of the line represents one position and the other side represents an opposite position.The group divides according to opinion forming sub-groups.Buzz or discussion groups can be formed or a debate can take place between opposite sides.
1 - 30
Training methods for Individuals
On the job training (OJT) Checklists & questionnaires Coaching & Mentoring Open Learning Visuals aids
Videos Video Conferencing
1 - 31
Training methods for Individuals
ON-THE-JOB TRAINING Has been given a variety of names including Sitting
by Nellie, Learning the ropes, sink or swim training & buddy training
Advantages: Hands on approach Realistic practice Simple training approach Ideal informal training system
Characteristics Focused on the work The work provides structure for the training The instructor relies on job experience for the training The instructor determines the training method
1 - 32
Training methods for Individuals
CHECKLISTS & QUESTIONNAIRES
Can be used prior to or during planned learning events
Used to identify individual characteristics (personality, preferred team roles or interests)
Used as framework for understanding one’s own or other’s behavior
Can be used as yardsticks to evaluate behaviour
1 - 33
Training methods for IndividualsCOACHING & MENTORING Offers an active learning approach to
individual workplace learning. Mentor’s are established managers who provide support, help and advice to junior members Mentor’s should be 7-10 yrs or more older than
people they mentor Mentors should have understanding of employees’
job but should not be their direct line manager Coaches may be internal or external mentors
with more active role than the traditional mentor 1.Career coaching
2.Executive coaching
1 - 34
Training methods for Individuals
OPEN LEARNING An increasing diverse field of differing
terminology and technology. The reader will come across different terms including “open, distance, flexible and resource-based learning”
Benefits include Increased choice, convenience and flexibility for the learner and the trainer
Offers useful medium for continuous development within a learning culture
Learner spends a substantial amount of time working alone
1 - 35
Training methods for Individuals
OPEN LEARNING
Organized and planned system of learning that is coupled with support and integrated into the ‘learning system’ of an organization
Forms of open learning: Distance learning: physically separated Flexible learning : content choice, timing,
location, media Resource-based learning : new
technology as well as physical and human support system
1 - 36
Advantages and Disadvantages of Open Learning Advantages:
Learner: learn at their own pace Learning provider: range of training can be extended
Disadvantages Learner: may be isolated and lack motivation Learning provider: high initial investment
In Organizations Learning takes place when required Serves small and large groups Meets a range of needs and abilities Training becomes standard Easier updating Range of training can be extended Training becomes public, increasing awareness &
involvement Contributes toward learning culture
1 - 37
Problems & Benefits of Open LearningProblems to be addressed Appropriate sustained support Financial resources Resistance to change Resistance to new technology Change to power relationships Organizational culture and management styleBenefits Cost effectiveness (depends on outcomes delivered,
number of learners involved, extent of investment) Improving the supply of learning Ensuring quality and consistency Contributing to learning culture of an organization
1 - 38
Training methods for Individuals
When Open Learning is not AppropriateWhen organizational culture does not supportShortage of expertise- technically and idealisticallyTechnology is inaccessible or outside of budgetary limitsVery high initial investmentNo support systemsTime spent on management of training increaseNo suitable materialsDifficult to justify to stakeholders
1 - 39
Training methods for Individuals
VISUAL AIDS The Use of Visual Aids: Valuable means of
maintaining an audience’s interest and retaining information
Videos: Useful for conveying simple ideas and information .
Provides variety and interest
1 - 41
Training methods for Individuals
VIDEO CONFERENCINGForms a part of many open learning programs.
Involves providing tele-lectures or discussions through internet Used to reach scattered groups Joint learning initiatives across boundaries Large numbers of audiences need to be
reached (SEE P292 for benefits and drawbacks)
top related