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by Reni Gorman

(Links to other articles in this series: 1 2 3 4 5 6)

Tip #1: Highlight the underlying core concepts. Explain what each concept is and why it is important (the meaning behind it).

Cognitive learning theory focuses on learning with understanding (as opposed to memorizing fact) by teaching the underlying concepts and meanings--and thereby increasing the depth of processing.

Learning with understanding means we understand the underlying core concepts, the meaning behind the facts. Not just knowing the “what” but also understanding the “why.” Once we have a deep understanding of what we are learning, we can relate it to or transfer it to something else. (Bransford et al., 2000) Learning with understanding is critical because: “…‘usable knowledge’ is not the same as a mere list of disconnected facts. Experts’ knowledge is connected and organized around important concepts; it is ‘conditionalized’ to specify the contexts in which it is applicable; it supports understanding and transfer (to other contexts) rather than only the ability to remember.” (p. 9)

Learning with understanding necessitates paying attention to the meaning. The depth of processing theory states that information processed at a deeper level of analysis improves memory for that information. This contradicts earlier ideas that meaningless memorization and rehearsal improves memory. (Anderson, 2000)

Anderson (2000) explains that we may remember details initially, but although we may quickly forget the details, we will remember the meaning a lot longer. Meaning-based representations are best encoded and, therefore, best remembered. Therefore insuring students understand the core concepts and meanings is the only way to successfully teach them. In a study by Davidson (1994) on how well people remember stories and what parts they remember most, even though short term people remembered irrelevant and interruptive atypical actions, long term, their memories of the basic story was what remained.

How (Application):

1. Extract and list all core concepts. Review what you plan to teach and extract the core concepts. If you find yourself getting entangled in the details, ask yourself why each detail is important. What is the underlying reason that makes that detail important? Trace back all details you think are important until you find the set of core concept underneath.
    
2. Prepare a brief explanation for the “big picture” of how all these core concepts work together in a conceptual framework. This explanation will be your course overview. The conceptual framework will be your high level outline.
    
3. Prepare main points for each core concept that explain “what” the core concept is and “why” it is important. Keep main points brief – limit to one paragraph.

 

References:

Anderson, J. R. (2000). Cognitive Psychology and Its Implications: Fifth Edition. New York, N.Y.: Worth Publishers.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press.

Davidson, D. (1994). Recognition and Recall of Irrelevant and Interruptive Atypical Actions in Script-Based Stories. Journal of Memory and Language, 33, 757-775.

I was asked a question the other day that made me pause before responding. The question was:

“Where does the performance consulting process end and the “A” in the ADDIE process begin?”

I paused because, in reality, the separation is not so cut and dry. There is overlap. So, in this entry, I’ll address the separation and overlap. Please comment and share your insights as well.

Let’s first define what we mean by the PC process and ADDIE process.

• The PC process we’re referring to here is a performance analysis model (e.g., Gilbert’s Behavioral Engineering Model).

• The ADDIE process is an instructional design model. ADDIE stands for Analyze, Design, Develop, Implement, Evaluate.

In regards to the question posed above, it’s the “A” step that creates some confusion between these two processes. The tasks in this “Analyze” step include: clarifying the instructional problem, establishing instructional goals and objectives, assessing the audience’s needs, examining learners’ existing knowledge, and considering the learning environment, constraints, delivery modalities, and timeline.

Notice that the focus here is on “instruction.” That focus presumes that instruction is the solution to a performance problem. Indeed, sometimes it is. How do we arrive at this conclusion? We arrive at it through the PC process.

Let’s break down the distinctions between the PC Process and ADDIE “A” in the table below:

 

PC Process	“A” in ADDIE Process
Focuses on business and performance outcomes	Focuses on an instructional outcome
Concerns itself with the desired behavior and the environment necessary to support that behavior (Performance = Behavior x Environment)	Concerns itself with the learning objectives necessary to support the desired behavior
Endeavors to change performance in order to impact the business	Endeavors to educate in order to change behavior
Examines root causes for a performance problem	Examines knowledge gap for a training problem
Defines success primarily in terms of on-the-job application and business impact	Defines success primarily in terms of satisfaction, comprehension, and on-the-job application

With these distinctions drawn, it’s important to note that the overlap between the two elements often occurs when a knowledge and skill gap is uncovered by the Performance Consultant as a root cause for a performance problem.

Information about that knowledge and skill gap can be passed from the Performance Consultant to the Instructional Designer for the training solution. That information does assist the Designer in the analysis phase of the ADDIE process. It’s good background. Now, the Designer can dig into the knowledge and skill gap further by conducting a thorough training needs analysis. It’s this TNA that allows for the successful design, development, implementation, and evaluation of the training solution.

by Dawn Francis, Ed.D.

In my previous entries, I defined transformative learning and discussed how companies can apply it. This entry will focus on examples of transformative learning in practice. 

First, I’ll briefly review transformative learning in case you’ve just joined this series. 

For learning to be transformative, it must provoke a shift in mindset. Acquiring knowledge, developing skills – these pursuits serve an important function in any training curriculum. However, if an organization wants to foster a change in culture, establish new ways of working, and grow its managers into leaders, then knowledge acquisition and skill development are only two components of the overall equation. What’s missing is the third and most crucial component—critical assessment of one’s own frame of reference. 

Think about it…if our frame of reference or mindset is based upon our unexamined assumptions and expectations…and this mindset guides our behavior…we will continue to behave in the same way and come up with the same results. But if we challenge this mindset, call into question our assumptions, dialogue with others about the validity of our assumptions, shift our mindset, and act accordingly – well, we’ve just changed our behavior and came up with very different results. Real business value can be achieved through transformative learning. 

So, here are some examples taken from an article entitled “Transformative Learning in Human Resource Development” (Fisher-Yoshida, Geller, and Wasserman, 2005).

Leadership Development: An international organization wanted to create a program to prepare leaders for rapid economic, social, and political changes. A relational leadership development program was developed, which incorporated psychological surveys (e.g., Myers-Briggs Type Indicator), measures of leadership (e.g., situational leadership survey), and 360 feedback assessments to provide managers with insight into themselves. Managers who reviewed the feedback and discussed it with their peers were prompted to critically examine their existing beliefs, attitudes, values, and behaviors, and revise them. The experience transformed these managers into leaders who were more mindful of others, empathetic, and conscious of the impact of their actions on business results.

Managing Conflict: An organization experiencing conflict in the workplace enrolled its employees in a conflict resolution workshop. Typically, conflict had been addressed through a problem-solving approach where the focus was on the issue. The strategy failed to consider the origin of the conflict or why it came to exist. Participants in the workshop used storytelling to convey information about the conflict to a fellow participant, while that individual listened and questioned the assumptions underpinning the conflict. The result is that the storyteller was able to see the conflict in a different light and regard others as different, but not as adversaries.

Besides assessment and storytelling, other methods of fostering transformative learning include simulations, coaching, critical incidents, role plays, and group projects.

 Thank you for your interest in this series!

by Dawn Francis, Ed.D.

In my earlier post, we defined what transformative learning was. Your next question is probably, “so what is it good for?” Well, let’s think about the place transformative learning has in today’s organizations.

Transformative Learning and Change Management: Large-scale change initiatives require employees at all levels of the organization to reflect upon the change, prepare for it, and act upon it. Change can be disorienting. Inevitably, employees will ask: Why must I change? What is now expected of me? Will I be able to meet these expectations? How will I manage?

Companies can facilitate a dialogue among employees who are being confronted with a new and unexpected future. By relating to one another, these employees are more likely to become open to the possibility for success and willing to engage in the action planning process. As the change is managed, companies can create opportunities for these employees to acquire the necessary knowledge and skills to assume new roles and build competence in them. These employees—now transformed—are likely to reintegrate into the organization with a new perspective on the change.

Transformative Learning and Performance Improvement: Designing performance improvement solutions requires you to address a number of factors that affect an organization’s ability to achieve its business goals. These factors include the skills and motivation of individual performers, as well as the processes, structures, reward systems, and culture that support them. For some people, even the most effective training may not impact performance outcomes by itself. So we frequently recommend various performance support activities to assist with the application of knowledge and skills back on the job. Coaching is an effective performance support activity that is synergistically tied to transformative learning.. The coaching process, when done effectively, leads to transformative learning.

Organizations with formal or informal coaching practices in place may want to reevaluate them and intertwine the coaching process steps with the transformative learning steps. Here’s why: successful coaches ask powerful questions that prompt introspection and critical self-examination. They can facilitate peer-to-peer sessions where conversations can lead to new perspectives. They can work with the person they’re coaching to explore options, create action plans, recommend learning opportunities, assist in the building of self-confidence and competence, and help apply that new understanding to workplace practices. Coaching becomes a powerful tool for personal transformation and performance improvement.

So now that we’ve looked at some of the ways organizations can apply transformative learning, please come back for Part 3: Case Studies in Transformative Learning, for some examples of how organizations are applying transformative learning in the real world!