(i)MASC manager as coach Adult Learning Styles The first - - PDF document

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(i)MASC

“manager as coach” Adult Learning Styles

• http://www.cymeon.com/lss2.asp
• http://www.brainboxx.co.uk/A2_LEARNSTYLES/pages/learningstyles.h

tm

• http://www.brainboxx.co.uk/A3_ASPECTS/pages/VAK_quest.htm
• http://www.businessballs.com/kolblearningstyles.htm
• http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html

http://www.acceleratedlearning.com/method/test_launch.html http://www.learningandteaching.info/learning/experien.htm

The first "Testicular Guard" was used in cricket in 1874 & the first helmet was used in 1974. “It took 100 years for men to realize that the brain is also important!”

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Our own system of trying to guess what or how much a child's mind can assimilate results in cross purposes, misunderstanding, disappointments, anger and a general loss of harmony.

Jean Liedloff http://www.acceleratedlearning.com/method/test_launch.html The main types of intelligence are:

Linguistic - well developed in people who are good with words, who

like to write and read a lot. Obvious examples are authors, journalists, poets, orators and comedians.

Mathematical / Logical - well developed in people who are good

with numbers and appreciate step-by-step, logical explanations. Obvious examples are engineers, economists, scientists, lawyers and accountants.

Visual / Spatial - well developed in people who are good at art,

visualising, navigating. Obvious examples are architects, 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, surgeons, builders.

• Interpersonal — well developed in people who are good at persuading and

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 environmentalists.

Training

an instructor-led, content-based intervention, leading to desired changes in behaviour

Learning

a self-directed, work-based process, leading to increased adaptive capacity

Telling isn’t Training

the question is not… how long does it take to teach

the information.

the question is not… how long does it take to learn

the information.

the question is… how long does it take for someone

to use the information. Training and Learning Strategies - their Definitions TRAINING STRATEGY

The phrase ‘training strategy’ is often a bit of a

misnomer because it just describes a training plan.

Usually, it follows the business strategy and,

although directly linked to it, is limited by the thinking behind the business plan in terms of timescale and breadth.

In effect, training plans support the organisation

while strategies lead them.

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Training and Learning Strategies – their Definitions

LEARNING STRATEGY

A learning strategy looks further into the future and is one way

• f dealing with the unknown and the unknowable.

It aims to ensure that the organisation and its employees learn

more quickly than their competitors, thereby providing a competitive advantage in its own right.

Learning, unlike training, is not ‘done’ to people; it should

happen in a way that makes it totally integrated with the way the organisation works.

Moreover, line managers have to understand and be totally

involved with a learning strategy, because they will have to ensure it happens.

Teaching vs. Learning

Teaching can be defined as the work of

instructing, presenting or imparting knowledge or skills or causing someone to learn by memorization, example or experience

The best learning occurs when the teacher

lets go of being “the Sage on the Stage” and becomes “The guide on the Side.”

Teaching is the Activity; Learning is the Outcome

Teaching solely by presentation and

lecture rarely imparts the knowledge we want people to learn – and never the skills, attitude and actions to be successful is the activity; learning is the outcome.

What is Learning?

Let’s define learning as the acquisition of knowledge, skills

and/or understanding that helps us perform new tasks or carry

• ut existing tasks to a higher standard. The bottom line is that

learning adds something positive for an individual.

In most effective learning the learner gains a blend of new

skills, knowledge and understanding.

They operate best if they understand what they are doing, why

and how it all fits together.

Learning is an activity, just like any other. Knowing how it

works and when it works effectively means you can get the best from it.

A Definition of Learning Learning has happened when we can

demonstrate that we know something we didn’t know before (insights and realizations as well as facts) and/or when we can do something we couldn’t do before (skills).

What People Learn

Knowledge – first awareness then the acquisition of new

concepts, facts, and opinions. Method; read, lecture, video

Attitude – or willingness, motivation to act, this if often the key

to a successful life; attitudes of resilience, determination,

• ptimism, persistence and self-initiative.

Method; group discussion, peer pressure

Skills – to demonstrate or perform an action or function.

Method; demonstration, practice

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Conditions for Learning

Desire Knowledge Commitment Freedom Accountability

There are only two reasons a

person doesn’t change.

1.You don’t want to change. 2.You think you can’t change.

Management Matrix

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

A new role for the trainer A new role for the trainer

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?

The Traditional Approach

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) CIPD 2006 Annual Learning and Development survey showed that

• nly 36% seek to capture the effect on the organisation’s bottom

line, with fewer still undertaking a return on investment evaluation (18%)

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4 Level’s of Kirkpatrick’s Evaluation Model Reaction of student - what they thought and felt

about the training.

Learning - the resulting increase in knowledge or

capability.

Behaviour - extent of behaviour and capability

improvement and implementation/application.

Results - the effects on the business or environment

resulting from the trainee's performance.

Key performance indicators / benchmark measures Return on expectation measures Return on investment measures Learning function efficiency measures trainers must no longer regard their activities as the sun round which learner planets revolve

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 /

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.

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Learning Impediments - Fighting our Laziness to Learn

• 1. Not to say what we think.
• 2. Not to do what we say.
• 3. Not to see what we do.
• 4. Not to recognize what we see.
• 1. Not to say what we think

By not saying what we think we not only keep others guessing

• ur thoughts or views, but we never learn to be fully

accountable.

We keep a backdoor open through which we can escape when

things get rough or uncomfortable but we also aren’t going anywhere.

The fear of being wrong or saying something unpopular inhibit

• ur learning – we will forever wonder what the value of our

thoughts are.

We will not learn. We will not grow.

• 2. Not to do what we say

As they say, the proof is in the eating. Talk is cheap and we at best learn a few cheap

lessons by talking about what we plan to do.

It is by following through with actions that we make

the useful discoveries about what work and what not, what is beneficial and what not.

It is also by following through on our ideas and

visions with actions that we learn more about

• urselves - our resourcefulness, our courage, our

skills, our inner strength etc.

• 3. Not to see what we do

To be blind about the effects of our actions is

another learning impediment.

Even when we reflect on what we’ve done

and do some introspection we can still miss important learning from our actions.

We need others to help us. We need to trust some people to help us with

their feedback, their observations.

• 4. Not to recognize what we see

The hard work of learning includes the application of

• ur analytical abilities to what we see.

The more we practice mindful observation the easier

it can become to recognize what we see when looking at a situation.

But often it is only after long and hard contemplation

that the underlying patterns that will help us to solve the problems we face, become clear.

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To Change the Way the Company Learns – a Learning Web

• 1. Form company-wide learning web networks
• 2. Build simple online learning templates
• 3. Share the work of store’s best students
• 4. Share the talents of the best teachers
• 5. Make it easy for everyone to learn together
• 6. Involve whole families in the process.

Organizations do not learn; people learn. It may be useful to ask "What do people do in organizations?" One of their main activities is talking. Managers spend 63 to 69 percent of their time in conversation. If we could develop a foundation discipline based on conversation, it might become the much sought-after sixth discipline.

Peter M. Senge, The Fifth Discipline

4 stages of learning

He who does not learn from history is doomed to repeat it.

George Santayana

The Inner Apprentice

"He that knows not, and knows not that he knows not is a fool.

Shun him

He that knows not, and knows that he knows not is a pupil.

Teach him

He that knows, and knows not that he knows is asleep.

Wake him

He that knows, and knows that he knows is a teacher.

Follow him (Arabic proverb)

Stairway of Learning

Step #1 – Unconscious Incompetence: At this stage,

“you don’t know what you don’t know,” a very dangerous place to be. You are not conscious of the things you cannot do and you are probable not even aware you need it.

Riser #1 – Awareness; here you become aware there

is something you don’t know. This beginning of awareness, is usually based on feedback from

• thers.

Stairway of Learning

Step #2 – Conscious Incompetence: You are now conscious of

your own limitations. It is up to you to decide whether or not you want to become competent. If so, seek support and assistance to become more knowledgeable and skillful; if not, you incompetence continues. It is a personal choice!

Riser #2 – Attitude and knowledge: This is a deliberate and

conscious shift – you must have the right attitude and be ready to learn. What’s your best approach to develop competent? It is through a course, through coaching from someone else, or through on-the-job assignments?

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Stairway of Learning

Step #3 – Conscious Competence: After developing the basic

skills, you now have some competence, but your movements are still mechanical. You lack the fluent rhythm of one who is truly competent, but you are moving in the right direction!

Riser #3 – Skills Acquisition: “Practice makes perfect.”

Through direction and perseverance, you transfer the skills from your mind into brain and body. Your motions become more fluid. Candid feedback is critical here to ensure that you don’t develop bad habits, and to reinforce the proper skills.

Stairway of Learning

Step #4 – Unconscious Competence: At this stage you can

perform the function in a natural way without having to think about it. It has become second nature to you.

Riser #4 – Mastery: Now you are on your way to achieving a

superior level of competence or mastery of the task. This is a high level performance. A whole new level of learning opens.

(In the martial arts, for example, after progressing thru the

various levels of colored belts to achieve your black belt, you find that there is still another 9 to 11 levels of black belt)

“If you consider education is expensive, consider the price of ignorance!!!!”

• author unknown

Improving how we Learn

As Peter F. Drucker said, “We now accept the fact that learning

is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn.”

In the knowledge economy, where people are being paid to

think, and with constant change, there is more pressure than ever to improve how we learn. Perhaps these findings about the brain can start to pull back the curtain on a new world of productivity improvement: in our ability to bring about positive, lasting change in ourselves, in our families, in our workplaces, and in society itself.

"If you make sure you've got happy customers, happy people and effective processes, you will end up with the right financial outcomes – then the light goes

• n."

Reinforcement of Learning

Over 60% of us are visual learners, reinforcement is crucial.

Skills assessment, development planning Celebrations of successes and learning’s Management networks and buddy or peer systems Visual reinforcement symbols – wall charts Subscriptions, newsletters Book summaries Weekly, monthly, quarterly review meetings.

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3 questions at end of Meetings, Seminars and Workshops

What should we do more of? What should we do less of? What should we continue?

“Learning styles”

Complete the learning styles test

Malcolm Knowles Observed that Adults Learn Best when;

They understand why something is

important to know or do.

They have the freedom to learn in their own

way.

Learning is experiential. The time is right for them to learn. The process is positive and encouraging.

Additional factors affect eye movements - such as whether the

person is trying to recall real or imaginary circumstances (in

• ther words, are they telling lies?) There are also vocabulary

clues that can help to detect preferred processing modes.

• When addressing an audience, you can ensure that your

message will reach a greater proportion by using all three

• modes. A good presentation should include inputs that are:-

Visual - such as diagrams, charts, pictures. Auditory - such as stories, anecdotes, jokes, puns. Kinaesthetic - with activities and opportunity to move about. VISUAL thinkers tend to look upwards AUDITORY thinkers tend to look straight ahead KINAESTHETIC thinkers tend to look downwards

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Respect that your Students have Different Learning Styles

Visual learners rely on pictures.

They love graphs, diagrams, and illustrations. “Show me,” is their motto. They often sit in the front of the classroom to avoid visual

• bstructions and to watch you, the teacher.

They want to know what the subject looks like. You can best communicate with them by providing handouts,

writing on the white board, and using phrases like, “Do you see how this works?”

Kinaesthetic thinkers will tend to use & respond to terms such as:

How does that grab you? A grasp of the basics It certainly feels right I can relate to that. Auditory learners listen carefully to all sounds associated with the learning.

“Tell me,” is their motto. They will pay close attention to the sound of your voice and all

• f its subtle messages, and they will actively participate in

discussions.

You can best communicate with them by speaking clearly,

asking questions, and using phrases like, “How does that sound to you?”

Auditory thinkers will tend to use and respond to terms such as:

I get the message That rings a bell That strikes a chord Sounds OK to me. Kinesthetic learners need to physically do something to understand it.

Their motto is “Let me do it.” They trust their feelings and emotions about what they’re

learning and how you’re teaching it.

They want to actually touch what they’re learning. They are the ones who will get up and help you with role

playing.

You can best communicate with them by involving volunteers,

allowing them to practice what they’re learning, and using phrases like, “How do you feel about that?”

Visual thinkers will tend to use and respond to terms such as:

I get the picture I see that now From my perspective What's your view?

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Even a very basic understanding of different processing modes can help you to communicate more effectively. Understanding a person's preferred mode enables you to tailor the way you address them so that it suits their "style".

You could sketch a diagram for visual thinkers. You could stress key words for auditory thinkers. You could use a "hands-on" approach for

kinaesthetic thinkers. When addressing an audience, you can ensure that your message will reach a greater proportion by using all three modes. A good presentation should include inputs that are:-

Visual - such as diagrams, charts, pictures. Auditory - such as stories, anecdotes, jokes, puns. Kinaesthetic - with activities and opportunity to

move about.

Bloom’s 3 Levels of Education Activity Bloom’s Taxonomy

Knowledge:

Arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

Comprehension:

Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

Application:

Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

Analysis:

Analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Synthesis:

Arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation:

Appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

David Kolb’s Adult Learning Cycle

• 1. The experience is when you go out there and hit a golf ball. If

you haven’t played much golf before, maybe you swing the club and the ball lands in the bushes.

• That’s the experience over.
• 2. This leads on to the next step of the learning cycle - reflection.
• You’re standing on the tee having swung the club, and you

know the result you got. To improve your performance next time, you need to think about your experience, and you take note of what has happened.

• You’re faced with a problem, and a pretty straightforward one
• here. You want to get the ball in the hole but, sadly, it isn’t

anywhere near where you wanted it to be.

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• 3. The next stage is conceptualisation.
• Here you generalise, and construct a theory about why you got the

result you did. In this case you took your eye off the ball when you were swinging, and therefore didn’t hit it properly.

• So at this stage you develop ideas about why things have happened,

and the way they’ve happened. Only when you’ve worked this out can you say to yourself, ‘That was wrong. Next time I’ll try this…’

• 4. The final stage is experimentation.
• This is where you test out your ideas about how to put your new

theory into practice. You do something different next time, something that you decide on having thought through what happened and why, last time. So this new theory is based on the experience, your reflection of what happened, and your theories about why.

• Put together, this allows you to plan a different way to hit the golf ball

next time, and be more successful in future.

learn by experimenting

One must learn by doing the thing; for though you think you know it, you have no certainty, until you try.

Sophocles

The Learning Cycle

Planning Reviewing Planning Reviewing

Planning Reviewing

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Honey and Mumford Learning Style

Honey & Mumford have extended and modified Kolb's Learning style identifying your predominant axis style. Activist - what's new? I'm game for anything. Reflector- I'd like time to think about this. Theorist - How does this relate to that? Pragmatist- How can I apply this in practice?

Learning is a lifelong process

Stage 4:

Planning the next steps

Stage 1:

Having an experience

Stage 3:

Concluding from the experience

Stage 2:

Reviewing the experience

Learning Cycle Involves 4 Stages

Different people learn best through different approaches that reflect their own style. These styles have been categorised in

• ne model as:

–Activists: Learn by doing. They like games, teamwork. They

don’t like being passive or working alone.

–Reflectors: Like to think about what they’re learning. They like

plenty of data. They don’t like being pressured.

–Theorists: Like theorising. Love concepts, systems. Don’t like

ambiguity.

–Pragmatists: Like learning that can be applied here and now.

They don’t like unrelated learning.

Learning Style Strengths

ACTIVIST

Strengths

• Flexible and open-minded
• Ready to take action
• Likes to be exposed to new situations
• Optimistic about anything new and therefore

unlikely to resist change

REFLECTOR

Strengths

• Thorough and methodical
• Thoughtful
• Good at listening to others and assimilating

information

• Rarely jumps to conclusions

THEORIST

Strengths

• Logical, vertical thinker
• Rational and objective
• Good at asking probing questions
• Disciplined approach

PRAGMATIST

Strengths

• Eager to test things out in practice
• Practical, down to earth, realistic
• Businesslike – gets straight to the point
• Technique-oriented

Learning Style Weaknesses

ACTIVIST

Weaknesses

• Tendency to do too much themselves and hog the

limelight

• Often takes unnecessary risks
• Rushes into action without sufficient preparation
• Gets bored with implementation/consolidation

REFLECTOR

Weaknesses

• Tendency to hold back from direct participation
• Slow to make up their minds and reach a decision
• Tendency to be too cautious and not take enough

risks

• Not assertive or particularly forthcoming; does not

make small talk

THEORIST

Weaknesses

• Restricted in lateral thinking
• Low tolerance for uncertainty, disorder and ambiguity
• Intolerant of anything subjective or intuitive
• Full of “shoulds, oughts and musts”

PRAGMATIST

Weaknesses

• Tendency to reject anything without an obvious

application

• Not very interested in theory or basic principles
• Impatient with indecision
• On balance, task-oriented not people-oriented

Survey on Self-directed Learning

• Self-directed learning is the preferred route by the majority of

employees, a new study suggests.

• The study of 5,360 employees and senior HR thought-leaders looked

at how staff preferred to learn and compared that with the training available to them. The top 5 learner preferences were:

1.

Being able to get at information as and when I need it.

2.

Being in charge of my own learning pace.

3.

Attending classroom courses.

4.

Learning in bite-sized pieces.

5.

Learning at my desktop.

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Self-organized Learning

“I suggest that the only books that influence us are those for which we are ready, and which have gone a little further down our particular path than we have gone

• urselves.”
• E. M. Forster

giving attention, risking confrontation, commitment

A good learner will be someone who is mature and emotionally healed enough not to feel that he needs to compensate for earlier wounds of his ego and at the same time have a childlike hunger and eagerness to learn more about a world that never stops to fill him with awe and wonder.

giving attention, risking confrontation, commitment Lifelong learners are people we recognize as

thoughtful and wise

They are scarce So are good leaders The reason is probably that we need the

peculiar balance of maturity and childlike naivety. Personal Learning Contract – 8 Clauses

• 1. There should be a clear statement of the business
• bjective.
• 2. The learning objectives need to be clear to all those

involved.

• 3. An estimation of costs should be prepared.
• 4. The learning team should not be made responsible

for measurement and evaluation methods.

• 5. Other factors also need to be considered or kept

constant.

• 6. The return on investment should be calculated.
• 7. A payback period should be established.
• 8. The learning consultant and business sponsor both

need to sign the contract. Revan’s wisdom

For any organism to survive, its rate of learning must be equal to, or greater than, the rate of change in the environment. Reg Revan

“Simplicity is the ultimate sophistication.”

– Leonardo da Vinci