1 - 1 Chapter 9 Learning and Development Methods, Interventions and Practices.

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Chapter 9

Learning and Development Methods,

Interventions and Practices

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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

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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?

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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.

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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.

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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

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Learning methods for large groups

Lectures Case Studies Brainstorming Critical Incidents Discussions and Debates Role-plays Drama Exercise Games Outdoor Learning

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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

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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

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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

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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

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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

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Learning methods for large groups

CASE STUDIES

Common criticism Lack of rigour Provide little basis for scientific

generalization Take too long Ambiguity

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Training methods for small groups

Buzz Groups A Carousal A Continuum A Horseshoe Inter-group Competition Option Groups Pairs Shifting Sub-groups

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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.

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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.

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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.

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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.

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Training methods for Individuals

On the job training (OJT) Checklists & questionnaires Coaching & Mentoring Open Learning Visuals aids

Videos Video Conferencing

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Advantages & Disadvantages of Videos

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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)

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Benefits & Drawbacks of Video- Conferencing