The document discusses various models of learning and training skills, highlighting the need for new and effective education techniques that move beyond traditional pedagogical approaches. It categorizes different learning models, including andragogy, experiential learning, and multiple intelligences, while also emphasizing the importance of tailoring learning experiences to individual needs. Furthermore, it suggests that effective training combines knowledge, skills, and attitudes, and illustrates this concept with various coaching methodologies.

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Models of Learning
Training Skills
MTL Course Topics
Models of Learning
TRAINING
SKILLS

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Models of Learning
Training Skills
MTL Course Topics
The Course Topics series from Manage Train Learn is a large collection of topics that will help you as a learner
to quickly and easily master a range of skills in your everyday working life and life outside work. If you are a
trainer, they are perfect for adding to your classroom courses and online learning plans.
COURSE TOPICS FROM MTL
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Models of Learning
Training Skills
MTL Course Topics
ARE YOU READY?
OK, LET’S START!

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Models of Learning
Training Skills
MTL Course Topics
INTRODUCTION
It is a sad fact that traditional models of learning, as
practised in our schools and colleges, have failed many of
our children. An unnecessarily high proportion of young
people are turned off the excitement of learning and fail to
achieve the success that they deserve. Not only is this a
huge waste of a national resource but it is a serious
challenge to those managers and trainers who must devise
suitable learning models to attract and interest those same
children in their later lives at work.

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OLD EDUCATION MODELS
Although our present education system is in what appears
to be a state of continual change, its fundamental principles
are based on the educational needs of the Industrial
Revolution. The model that our original schools were
founded on was that of the Prussian Army in which 20%
were officers and attended elite schools and 80% were
troops and did as they were told. The products of this
education system had to mind machines and not complain.
Now that the Industrial Revolution has given way to the
Information Revolution - with brains replacing machines -
we need to produce a revolution in learning too, one with
new and more effective models.
"A teacher of 1890 could step out of a Winslow Homer
painting and feel at home in a 1990 classroom." (Ellen
Dempsey)

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Training Skills
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NEW MODELS OF LEARNING
The need for more effective ways to train people has
produced numerous models of learning to add to existing
ones.
These are twelve of the most important:
1. andragogy or trainee-centred learning
2. pedagogy or trainer-centred learning
3. learning from experience
4. the lecture
5. behaviour modelling
6. multiple intelligence learning
7. open learning
8. learning as concept, structure and application
9. instruction
10. coaching
11. mentoring
12. programming.

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Training Skills
MTL Course Topics
PEDAGOGY
The Greeks called teacher-centred learning models
"pedagogy" from their words "paidos" meaning "boy" and
"agogos" meaning "to lead", ie leading children.
Much of child learning in our schools is pedagogic. It
includes these features:
1. a dominant teacher and dependent learner
2. one-way communication from the all-knowing teacher
to the unknowing pupil
3. pupils are graded by what they remember
4. the primary resource is the teacher's knowledge and
experience
5. the teacher makes all the decisions about what will be
learnt
6. the predominant learning style is the lecture
7. knowledge is studied for use some day in the future.

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Training Skills
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ANDROGOGY
In contrast to pedagogy, which means "leading children",
andragogy comes from the Greek "andro" meaning "men
and women" and means "leading adults".
The principles of andragogy are those suited to all kinds of
training and include:
1. an equal relationship between trainer and trainee based
on helping
2. multiple communication to, from and between all
members of the learning group
3. learning based on trainees' needs
4. everyone's experience is valued as a learning resource
5. decisions on learning are shared
6. varied learning styles are used
7. the training itself is an experience to be learned from
8. learning aims to produce solutions to current and future
problems.

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Training Skills
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EXPERIENTIAL LEARNING
David Kolb has developed a model of learning based on
learning consciously from experience.
There are four stages in Kolb's model:
1. doing, ie undergoing the experience itself.
2. thinking about the experience in whatever way is relevant
to our current needs; eg Did this solve a problem? How did I
go about it? How did I work with others?
3. reflecting on the experience and devising a model that
might work for us next time we face the same situation
4. testing these conclusions experimentally and tentatively
to see if they suit us before putting them into practice.
Kolb suggests that we each have a preferred starting point
as learners. These starting points make our predominant
learning style: Doers, Thinkers, Theorists or Experimenters.

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LECTURES
Lectures and presentations are the staple diet of pedagogic
or school-based teaching. They involve the passing of
information from one who knows to others who don't know.
While presentations have a place in effective training
models - for example, in putting over rules, policies, ideas,
concepts, theories, - they are not enough on their own to
produce changed behaviour.
"Cognitive learning alone makes no more skilled employees
than it does swimmers. They will drown the first time they
jump in the water even though they know what they should
do." (Jim Clemmer and Art McNeil)

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CENTRES OF LEARNING
There is an ongoing debate amongst educationalists as to
the merits of teacher-centred and trainee-centred learning.
David Warwick describes how he put the two theories to
the test when he was a school-teacher in Bristol. One group
of children were taught using the teacher-led approach
which included whole group learning and learning by rote.
Another group were taught using the trainee-led approach
which included lots of experiential learning with the teacher
as support.
At the end of the course, both groups were tested. Those
who were formally taught did better than the informally-
taught group. However, when they were re-tested nine
months later, the "taught" group had forgotten nearly
everything, whereas the "experiential" learners
remembered more than three quarters.

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BEHAVIOUR MODELLING
So how do you get trainees to learn in
Behaviour Modelling?" asked Alan.
John replied:
"Well, first of all we show the trainees what the
key behaviours in the task are. If it was, say,
typing, we'd show people how they would sit,
where they should place their wrists and fingers,
the positions of the spine, where to place copy
and so on..."
"Then what?"
"Well, we try to get each person to think of
someone they know who performs the task to a
high or excellent level. If they don't know
anyone, we might offer ourselves, someone
they've seen on TV or film, another trainee. If
there's nobody at all, we suggest they construct
a mind's eye picture of an ideal person in their
heads."
"What next?“
"We relate the skills to each trainee's
workplace: where, when and under what
circumstances the skill is performed. They
decide which parts of the skill are most
important in their own cases."
"Then what?"
"Practice. Lots of practice. They must practice
on the job and off the job. When they work in
off-the-job groups, there is more observation
and more feedback from others and ourselves.
We can use video for feedback as well.
"Why does this method work?"
"Behavioural modelling rates as the most
successful of all skills training models because
trainees construct their own picture of what
they want to achieve and go at their own speed
to get there. We're just around to offer
support."

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INSPIRE, KNOW, DO
All skill learning requires a mix of Knowledge, Skills and
Attitudes. The normal order in which these three elements
are given in training is: first, get the right attitude, then tell
people what to do, and last, lots and lots of practice.
For example, if we want to learn to drive a car, we first need
the inspiration to learn. That gets us behind the driving
wheel but is obviously not enough on its own. The next
thing we need is some information about the mechanics of
driving and a knowledge of the Highway Code. That too is
not enough on its own. To complete the learning, we need
to undertake to practise on the road.
Skill practice is best done under the eye of someone who
can point out our mistakes, encourage us when our
enthusiasm wanes, and give us feedback on how well we
are progressing.

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MULTIPLE INTELLIGENCES
Howard Gardner, professor of education at Harvard
Graduate School, has argued that, contrary to the idea that
intelligence is comparative, ie some of us are more
intelligent than others, people have in fact different
intelligences from one another, each of which is equally
valid as a means of learning about the world.
Gardner describes seven distinct intelligences: visual;
kinaesthetic; intrapersonal; interpersonal; mathematical;
auditory; and linguistic. Each of these offers a different way
to teach as well as learn.
For example, in training people in a new computer
programme, you might give them practice, show them a
video, discuss things, work in small pairs, give people time
alone, hand out written instructions; and provide a
structure, model or sequence for them to remember.

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WE ARE ALL INTELLIGENT
The model of Multiple Learning proposed by Howard
Gardner is one of the biggest breaks from traditional forms
of learning and training of our times. It makes the
assumption that there is no such thing as a more or less
intelligent person, but that everyone is intelligent in their
own particular facility. This means that unlocking learning in
anyone is no longer a question of forcing people to work to
a method they may not be suited to, but rather finding out
what method suits them best. Now, if a person does not
learn, it is not their fault, but a fault in the way we address
their learning needs.
"It may be more of an article of faith than a researchable
fact, but we should make the starting assumption, in a just
society, that everyone is intelligent in at least one way."
(Professor Charles Handy)

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OPEN LEARNING
Open learning is learning that people do willingly and for
themselves using materials that are openly available. They
include traditional forms of distance learning such as self-
study and correspondence study as well as new formats
such as e-learning.
The principles of open learning are...
1. active involvement by learners
2. trainees must need or want to learn
3. individual styles of learning are catered for
4. it builds on what people already know and can do
5. learners have control over what they learn
6. it involves physically doing, mentally being stretched
and emotionally feeling good
7. it needs time to assimilate and practise
8. learning can be measured
9. learning is blocked by too much information or anxiety
and aided by "joyful stress".

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THE ARCS MODEL
The ARCS model provides the four essential ingredients of
how people like to learn. ARCS stands for:
Attention: the child in us is naturally curious about new
ideas and information. We like to be entertained.
Relevance: when learning has relevance to applications or
problems we have, we become interested.
Confidence: when learning leads to early successes, we feel
confident. Success produces more positive learning.
Satisfaction: when our learning efforts are recognised and
praised, we feel it's been worthwhile.
"To awaken interest and kindle enthusiasm is the sure way
to teach easily and successfully." (Tryon Edwards)

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LEARNING NEW MATERIAL
Research in California by Florence Desai, Deanna Sagar and
Michael Miller has discovered that people fall into three
categories when they come to learn new material.
1. There are those who like to learn the concept first.
These people are keen to discuss the thinking behind
the material and get a model in their heads.
2. There are those who like to understand the structure
first. These people like to see where bits of learning fit
in to the overall picture.
3. There are those who like to work out what use can be
made of the material first.
If training material is presented in all three ways -concept,
structure and use - it is likely that the initial needs of
everyone will be met.

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INSTRUCTION
The instructing model of learning is the granddaddy of all
learning models. It is the preferred method of training in
the Armed forces. Instructing is based on transferring skills
from a person who possesses them (the instructor) to a
person who doesn't (the learner).
There are ten steps in the classic instruction model:
1. Check what the learner already knows and can do.
2. Check the environment is suitable.
3. Define the purpose of the instruction session.
4. Break the session down into manageable bits.
5. Instruct in a suitable style.
6. Check they understand.
7. Get them to show they understand.
8. Give them time to practise.
9. Check if there are any problems.
10. Reinforce and praise.

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COACHING
The word "coach" derives from university slang for a private
tutor, having been borrowed from "stagecoach", a means to
get you somewhere quickly.
Coaching skills are an essential add-on for managers who
want to develop their staff.
They are based on three important abilities:
1. being able to spot the potential in others
2. setting appropriate tasks that build on and develop
people's strengths and talents
3. offering tips, advice, suggestions, feedback and
unwavering belief in others' ability.
A key coaching technique is to encourage positive skills
through praise and valuable feedback.

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THE STEER COACHING MODEL
STEER is a mnemonic for coaching someone where you, as
coach, take the lead role. It consists of the following 5 steps:
S for Spot the need or opportunity. This may be because
you see someone doing something they need help with or
because they ask you for help.
T for Tailor the intervention to suit the coachee. This means
knowing how to adjust your help so that the person will be
interested, attentive and receptive. You can only do this by
knowing their situation and needs.
E for Explain and demonstrate how the task can be done.
Short sessions usually work better than long.
E for Encourage them while they practise. Give coachees
plenty of time and space to work things out as they go.
R for Review if they haven't grasped things yet or Reinforce
if they have.

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THE GROW COACHING MODEL
GROW is a mnemonic for coaching someone where you, as
coach, work closely with the coachee's own needs and
aspirations. It could be used as the structure for a coaching
discussion.
It consists of 4 steps:
G stands for Goals and answers the question, "What do you
want to achieve?"
R stands for Reality and answers the questions, "Where are
you now?", "Why are you stuck?", "What can't you do?"
O stands for Options and answers the questions, "What
could you do next?", "What are the options?", "What might
work?"
W stands for Wrap Up (or Way Forward) and answers the
questions, "What would you like to try out?", "Where to
next then?", and "What help do you need?".
Unlike STEER, GROW gets the coachee to do all the thinking
and decision-making.

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COACHING FOR ALL POSSIBILITIES
A coach is always looking to find and build on the natural
gifts of their coachees. When Jamaican sprinter, Usain Bolt,
first made his national team, he was placed in long distance
competitions. Bolt had a gut instinct that he was better
suited for the 100 and 200-metre sprints and that was
where he eventually found his extraordinary successes.
The most remarkable "gut instinct moment" in an Olympic
Games occurred in 2008 when Michael Phelps won the gold
in the 200-metre butterfly race. This was despite his goggles
filling up with water with about 100 metres to go. Phelps
could not see. For the rest of the race, he had to rely on
counting his strokes and following his gut instinct to know
where he was.
Of course, Phelps was more than prepared for that scenario.
His coach, Bob Bowman, had made him practise with water-
filled goggles so that when the time came for him to rely on
his gut instinct in competition, he was ready.

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PUPPY DOG TRAINING
Praise and reinforcement are key elements in getting
trainees to do what you want. It is also applicable to animal
training.
"Next comes the vexed question as to what one should do
when a puppy makes a puddle on the floor. Some people
advise rubbing his nose in it. What a wicked idea!
Should the puppy make a puddle, catch him, show him what
he has done, and scold him resoundingly by your tone of
voice, then immediately take him to his usual spot. This
usual spot is a vital link in the training chain. The puppy gets
to connect that spot with his jobs and associations are
made.
If, after puddling the floor, you put him out and he does it
again outside, praise him fervently and with great love in
your voice." (Barbara Woodhouse: "Dog Training, My Way")

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MENTORING
In Homer's Iliad, Mentor was the appointed guardian of
Telemachus, son of Ulysses, king of Troy. While Ulysses was
away from Troy, seeking the Golden Fleece, Mentor was
responsible for preparing the boy for his later role as king.
In organisational terms, a mentor is someone who takes a
less experienced person under their wing. They act as
father, or mother, figure: listen; offer suggestions and
alternatives; give learning nudges which they think might
help; and open doors to valuable and stretching
experiences.
In studies in the United States, working with a mentor was
found to be the most successful route to gaining promotion.

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SELF-PROGRAMMING
One of the important principles of modern approaches to
adult training is that each of us has the resources within us
to produce the states we want.
We are each capable of being relaxed, outgoing, interesting
and friendly - perhaps when we are with family and friends -
so not being these things when, say, we are giving a
presentation to a group of board members, is not a question
of lack of resource, but a lack of self-programming.
Self-programming means summoning up the required
resources from within us and applying them to desired
situations. It is a way of training, or conditioning, ourselves
and can be managed by either going inside ourselves to
produce the desired state, or adapting a desired state from
external sources.

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FROM INSIDE OUT
June was having problems with her new boss. She found it
hard to feel confident with him. She blushed, stammered
and became confused. Using self-training, June was able to
change her state and her behaviour.
1. first, June sat down and thought about the state she
wanted to be in which was calm and confident
2. then, June thought of times when she was calm and
confident: for example when meeting with her old boss
3. June next summoned up the physiological state she was
in when calm: how she sat, moved, spoke; the pace of
her voice; the words she used, the thoughts in her head
4. she then pictured the new situation and decided that
meeting face to face with her boss would be a trigger
for becoming calm and confident
5. on the next few occasions, June consciously practised
the technique until she had successfully re-programmed
herself.

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FROM OUTSIDE IN
Programming from outside in means adopting the visible
patterns of behaviour of people who already do what we
want to do and making them our own.
Ronnie couldn't understand why some members of the
team were less effective than others until he noticed the
way the team reacted at the weekly work review meetings.
When the more effective members were given a tough job
to do, they said "Thanks", smiled and looked enthusiastic.
When their less effective colleagues were given the same
jobs, they muttered "I'll try" and looked downcast.
From then on, Ronnie tried "Thanks", a smile and a look of
enthusiasm and found that gradually his work became more
effective.

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THAT’S
IT!
WELL DONE!

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THANK YOU
This has been a Slide Topic from Manage Train Learn