(a) Narrowing the gap between "learning" and "doing"

1, three conditions for students to apply what they have learned:

1) See the value of your efforts.

2) mastered the skills

3) You can find the application you have learned in practice.

2. Teaching methods

Application cases, active learning, situational exercises

Let the students clearly know the possible benefits of participating in the training and applying what they have learned. This is the primary task of "applying what you have learned"

(B) to guide applied learning

(c) Encourage students to adopt the attitude of "I can-I will do it" and put it into practice.

The purpose of the third rule "guiding learning to apply" is to ensure that students have the will and ability to apply what they have learned during working hours after completing formal courses.

Second, to motivate students

The biggest motivation to motivate adults to learn is: what value can learning bring to them?

The "expectation model" put forward by Victor Roar of Yale University School of Management explains the root of employee motivation. He believes that in order to motivate employees, employees must be made clear that efforts, performance and results are interrelated, and the results are valuable to him personally.

Expectation model includes three elements: expectation, function and effectiveness;

1, expected

If a person believes that through hard work, he will certainly achieve excellent results, then his expectations are high. The same is true of training. If students believe that they can improve their grades through training, they will have the motivation to learn.

2. Functionality

People want to get appropriate rewards (bonuses, promotions, praise, etc.). ) After achieving the expected effect. If employees believe that their efforts will pay off, they will take the initiative to improve their performance.

3. Valence

The same goal has different values in different people's hearts. Other things being equal, the more a person pays attention to the result, the more motivated he is to learn the knowledge and skills necessary to achieve this result.

The expectation model tells us:

Everyone is looking forward to the result.

The expected results are closely related to personal performance.

Everyone believes that ability pays off.

Summary:

In order to stimulate students' learning motivation to the maximum extent, the following three conditions need to be met:

Curriculum design should come from the real needs of students-person in charge: HR and trainer

Convince students that teaching methods can promote performance improvement-Person in charge: HR and trainer

Let students believe that hard work will pay off-responsible person: the student's supervisor.

The purpose of the learning project is to help improve the current working style and behavior, promote the application of the learned knowledge, and improve the performance of individuals and organizations, with the ultimate goal of changing individual initiative.

Third, related work practice

For adults, the practical value of learning content is directly proportional to students' learning motivation. An important principle of adult learning is that before learning and applying what you have learned, learners want to know why you want to learn it. What is the relationship between learning materials and individuals, positions, departments and companies? . Therefore, students can't see the relationship between learning content and actual utility, which is one of the main obstacles affecting the transformation of learning results.

Principles of adult education

In order to ensure effective learning, we must take into account the unique learning characteristics and preferences of adult learners, including:

1, practical orientation

It is very important that the learning content of adults is related to practice;

1) In the working environment, adults don't study for the sake of learning.

2) Adults will think about the reasons for learning before learning. They want to know: what is good for me?

3) The relevance of theories, concepts, cases and exercises is clear and clear; Adults want to see actual cases.

2. Target orientation

1) Adults prefer the problem-centered approach to the content-centered approach.

2) Adults want to know how the course will help them achieve their personal goals.

Step 3 learn from experience

1) In a safe environment, provide opportunities for simulation, role-playing and practice, and apply new knowledge and skills to practice.

2) Strengthen feedback on correct behaviors and reflect on mistakes.

4. Need to be respected

1) Adults have rich experience and knowledge and should be respected and recognized.

2) Treat adult learners equally in the classroom and encourage them to share their wisdom and opinions.

3) Never cancel adult learners or talk to them in a "superior tone"

5. Autonomous learning and self-directed learning.

1) Adults need to actively participate in the training process and take responsibility in activities, such as group discussions and speeches.

2) Adult learning is the most effective when the lecturer acts as a guide to promote the course. Instructors guide learners to acquire knowledge and draw conclusions themselves, rather than just telling them the facts.

HP's "Learning Related Practice Mode"

To predict the overall evaluation value of a project, it is necessary to meet three elements: goal achievement (learning experience), recommendation to colleagues (learner's influence) and improvement of work performance (utility).

Among them, the final score of the project "utility" is determined by the degree of the following three items:

1, the correlation between knowledge and skills and work practice

2. The degree to which learners expect to improve their grades through learning.

3. Learners' initiative in using what they have learned.

Third, pay attention to commercial utility.

At the beginning of studying project design, it is necessary to make clear the final commercial benefits of the project; In the process of teaching design, we use cases related to enterprise business to link learning content with work practice. This requires that the lecturer can deeply understand the needs of the enterprise and master the core issues of the enterprise, so as to improve the lecturer's ability and teaching effect and make the teaching content relevant to the needs of the students. This requires high credibility of lecturers, and it is easy for enterprise executives to establish credibility among students when they are lecturers, and the teaching content is highly targeted.

Through collaborative teaching, you and I can be trained by course content experts outside the company and managers inside the company, which can solve the problem of content and business relevance well. At the same time, students themselves are also a good source of cases. Selecting cases from students' work scenes can help students master what they have learned faster and promote their application.

Fourth, teach skills.

Learning can improve grades, but students should not only know the information conveyed in the course, but also know how to apply it in practical work. The function of "applying what you have learned" refers to designing appropriate teaching strategies and activities in the process of teaching design, so that students have the opportunity to train their thinking and learn by doing, which is exactly what they need in their daily work.

(A) the value chain of instructional design, behavior improvement and enterprise income

The principle of "guiding learning to apply" requires building a clear and logical value chain: linking the learning process with on-the-job behavior performance and linking the on-the-job behavior performance with the final business income.

The book lists a case in which the teaching method is inconsistent with the goal, as follows:

Expected benefits: Ensure that learners can ski safely and happily.

Necessary skills and behaviors: be able to start, stop and turn effectively; Safe access to the ski lift. ......

Learning style: Let students sit in the classroom and passively listen to the speech with pictures.

In fact, similar situations are not uncommon in training. For example, sales training that expects students to improve their performance through communication skills may just let students listen to the so-called "sales masters" on the stage to tell the history of success and occasionally ask a few questions. .....

In the previous Reading Sharing: Designing a Complete Learning Experience, I shared that six different levels need different evaluation methods. In general, when determining the course objectives, it is necessary to clarify the evaluation methods after training, which should be consistent with this in the teaching design and course practice stage. Only in this way can students apply what they have learned.

(B) the four steps of activity guidance

In the course design, if the specific steps of the activity are announced to students at the beginning, it will lead students astray: they just consider whether they have enough time and whether they like the activity. Rather than the purpose of training and possible expected benefits. Magris and Bell believe that activity guidance should include the following four steps.

1, explain the principle

This is to answer a basic question from the perspective of students: "Why do you want to take part in this activity or exercise?" However, when expounding this principle, it needs to be carried out from the perspective of students.

Step 2 explain the task

When explaining the task, make sure that the task analysis is clear and definite, and explain the requirements with verbs, such as "list, make and arrange".

3. Define the situation

Defining the situation is to tell students under what circumstances they can complete the above tasks. The task situation includes three elements: the size of the team (the smaller the better), the work distribution of the team members, and the time required to complete the task.

Step 4 report the results

Report the findings of our group in the activities. Let the students review and summarize their discussions, and the lecturer will give comments and suggestions. Finally, the main concepts and principles will be reiterated again, so that students can carry out subsequent intensive learning.

(3) Instructional design

1, skill practice

The business goal of the training plan is to require students to master a certain skill skillfully, so feedback is used in practice to determine the way to achieve this goal. This requires some form of simulation scenario, such as role-playing, computer simulation, mock interview or similar methods. At the same time, a training can only help students master the most basic skills, and they need to go back to work to practice, evaluate and give feedback before they can master them skillfully.

2. Scenario simulation

The most typical scenario simulation is the flight simulator. Situational simulation teaching is not a simple "situational game", it needs to simplify the learning process, highlight specific behavior effects, and finally improve students' behavior. When designing scenario simulation teaching, it is necessary to design a clear background so that students can easily transform what they have learned into real work roles. For the experience or lessons of scenario training, reporting has two functions: first, to ensure that students clearly know the relationship between simulation training and actual business market; That is, students can learn new knowledge from business simulation.

3. Case study

When using case teaching method, we should ensure that the case is practical and close to the students' work practice, and students can apply what they have learned to practical work. Its value, to some extent, depends on the instructor's ability to sum up cases and connect with practice. Being able to use different cases to convey the same ideas and principles can positively affect the transformation effect of learning.

4. Competition

Game is a widely used teaching method at present. However, the use of game method in training needs to strengthen the "participation" of students, not for "fun".

5. E-learning

The basic principles of E-Learning curriculum design: relevance, practicality, learning mobility and a lot of practice. It is not a "test" of e-learning, but only helps students to recall and solidify the learning content immediately, and does not provide a useful evaluation mechanism to help students improve their skills. At the same time, e-learning has the problem of cognitive load. Too much information (animation, video, stories, etc.). However, cognitive load will not help students understand the content, but will reduce the effect of learning internalization.

6. Action learning

In recent years, action learning is very popular. In fact, it is to do middle school. The "quality control circle" activity I contacted many years ago is a typical action learning. Action learning has the following characteristics:

1) group learning, the team is relatively stable and solves practical problems in various places.

2) The problems discussed are highly related to the problems encountered in students' work.

3) Team members meet regularly to sum up the problems in action.

4) It is a learning process in which group members explore, reflect, question and solve problems with each other.

At the same time, the learning points in action learning also need to be carefully designed. Really effective action learning needs to be reflected from action and guide students to apply the knowledge and skills gained from learners to solve daily problems.

Five, easy to remember

In the process of learning, once the human brain is stimulated, it will "wake up" many pieces of information in memory. Therefore, in training, how to extract information from people's memory and influence the transformation and application of this kind of learning is also the core of teaching design. One of the key points emphasized in Rule 3 "Guiding Learning to Apply" is to design teaching methods that can help students to enhance their long-term memory and instant retrieval ability, with the aim of helping students to retrieve memories and respond in time when they encounter similar problems in the future, so as to cope with various problems.

(A) to prevent attention load

During the training, we encountered some challenges:

1. In the specified time content, the number of input seats Xi that human attention can accept is extremely limited.

2. Most human memories are short-term memories, which are easily stimulated and transferred.

It is easy for human beings to lose interest in those boring things and divert their attention.

The instability of attention aggravates the bottleneck problem of information input processing. Under normal circumstances, the concentration of knowledgeable employees can be maintained for 15 minutes, which is easy to be distracted and affects the learning effect. In addition, interest promotes learning. Enterprise training needs to create a learning atmosphere, learning form and highly relevant learning content that can arouse students' passion and interest, so as to attract students' interest and increase their willingness to participate, absorb and retain new knowledge and skills.

Finally, the brain also needs rest. Medina suggested that all teaching should be divided into 65,438+00 minutes, and students' brains should rest every 65,438+00 minutes, or other "lead-in" techniques should be used to divert attention and re-stimulate students' interest. Effective "lead-in" has two characteristics: one is related to the subject of learning; But can stimulate emotions, such as funny, anxiety, doubt, surprise and so on. You can choose good stories and anecdotes. It is important for students to concentrate before studying and memorizing.

Therefore, the key tasks of teaching are: how to attract students' attention, how to keep attention, and even need to design activities to attract attention every once in a while.

(2) Emotion affects memory.

The appearance of emotions can greatly help attract attention and solidify long-term memory. All emotions, including joy, sadness and surprise, can evoke people's memories. In the process of teaching design, designing some activities to stimulate students' emotions will help students remember what they have learned.

(3) Telling stories

The information conveyed in the form of stories is more credible than the information of "putting facts and making sense". In training, explaining the course content with stories is not only more convincing, but also can concentrate and strengthen memory. An effective story should be short, typical and impressive.

Repetitive memory enhancement

Ebbinghaus's forgetting curve tells us that repeated memory can slow down the speed of forgetting. By repeating the same topic regularly, people can turn short-term memory into long-term memory, thus enhancing their memory. I shared this content in my previous blog: 6D learning development plan.

(5) establish contact

When new information is associated with ideas, patterns and knowledge that people have stored in long-term memory, it is easier for people to remember. The closer the relationship between new knowledge and original knowledge, the easier it is to remember and apply. Here are some ways to strengthen memory by establishing associations:

1, "fine retelling"

Strengthening memory by constantly thinking or talking about something with others can help us enhance the relevance of knowledge and help us remember knowledge.

2. Students actively establish associations.

Encourage students to establish relationships among "new learning content", "original knowledge" and "how to apply it". Students can regularly write down their learning and application experiences in magazines, action plans or other similar materials. By recording what you have learned, rather than repeating it orally, the purpose is to better promote transformation and application. Because when we record the learning content, the brain needs to think and internalize the knowledge, and form its own "mind map" in the mind, which is impressive. At the same time, stating your post-training action plan in front of other students and lecturers can not only enhance students' learning commitment, but also set an example for other students and encourage them to learn, transform and apply.

(6) Reflection

Forum Company concluded that the best time to learn is: reflection after action, action after reflection, and the continuous alternating cycle of action and reflection. However, in the process of training implementation, it is often in a limited time that a lot of learning content needs to be completed and there is no time for reflection. But reflection is the engine that drives learning to produce results. Without reflection, the learning speed will slow down or even stop completely. Reflection is an indispensable link in the process of receiving new experts. Can help students form their own mental model. Therefore, in the learning and transformation stage (see "Four Stages of Learning Projects" in Designing a Complete Learning Experience), it is necessary to provide students with opportunities for reflection, strengthen the effect of "accurate retelling" and ensure more effective learning.

The effective way is to give students time to reflect after learning each learning module, so that they can relate what they have learned with past experience. The following are some questions that students need to think about in the process of reflection:

1, I didn't realize it before ......

I haven't thought about it before. .......

I didn't think of that before. ......

4. I didn't pay attention before ......

I often use ORID (focus discussion) questions to help students reflect during training, and the effect is good!

Sixth, prepare for learning transformation.

Preparation for learning transformation includes setting goals, making action plans and preparing applications.

If the lecturer's teaching is recognized by the students and he is willing to apply what he has learned, it means that the learning project has been completed. "What is it? How to do it. " Whether it can help the organization gain commercial benefits depends on how the study plan provides students with opportunities to practice new knowledge and skills. The key first step is to ensure that every student has a clear learning transformation and application goal. Theoretically speaking, in the first stage (preparation stage) of our learning project, students have determined specific learning goals and planned how to apply what they have learned.

Several cases are shared in the book:

1, learning contract and learning map

Brinkerhoff's concept of "learner's intention" and Plastic Parker's "Guidance Plan for Managers' Efficient Learning" are to provide students with detailed step-by-step guidance, including making them think about the expected business goals, key results achieved, behavior improvement at work and key skills that need to be mastered urgently. The final input results are the "learning contract" signed by the line manager and the trainees and the personal "learning map". Students need to bring their own preparation materials such as "learning map" into the classroom.

2. Students talk to the manager

The first stage (preparation stage) of Pfizer's "excellent change" learning project requires each student to meet and communicate with his manager in advance to determine the primary task of learning.

3. Communication meeting before training

Before formal training, Chubo Insurance Group usually convenes trainees and their immediate supervisors to hold a pre-training communication meeting.

At the same time, in practice, most enterprises set learning transformation and application goals only after the second stage (classroom training). Insufficient attention to learning transformation and application objectives has greatly weakened the effectiveness of the course.

The following are common problems and countermeasures in the process of setting learning transformation goals:

Among them, how to improve the quality of learning transformation goals? The solution is as follows:

1, evaluation target

1) Training professionals need to seriously review and reflect on the established goals.

This is what many companies lack. HR and line managers don't know what kind of learning transformation goals should be set for students. Imagine, under such circumstances, will students pay attention to the transformation of students?

2) Organize learning transformation goals through various ways.

Before the end of the course, you can collect and copy the target form, return it to the students and leave a copy for the lecturer. Or adopt e-learning transformation management system, which is convenient for evaluating the quality of learning transformation objectives.

3) Evaluation of training professionals

It is suggested that professionals should be trained, and the evaluation criteria of learning transformation objectives should be established to ensure that the objectives meet the quality requirements. At the same time, training professionals need to evaluate students' learning transformation goals and check whether they meet the established business goals of standards and courses.

The following is the forecast evaluation model:

The prediction and evaluation model reminds us: have goals first, then act, and then produce performance. If there is no clear goal at the beginning, the possibility of getting the desired result is very small. When necessary, it is necessary to adjust the students' learning transformation objectives to ensure the established training effect.

2. Let the line manager review the objectives.

The ultimate goal of learning project is to improve performance, and the performance goal of business department needs to be recognized by the direct superior, so does the learning goal. Let the boss know the students' learning transformation goals and review them, which can improve the quality of learning transformation goals. If students know that their transformation goals need to be reviewed by their superiors, they will pay more attention.

Therefore, we need to inform the supervisors of the trainees of the expected business objectives of the training program, and let them know: What kind of value will the training bring to their employees? Understanding and reviewing students' learning transformation goals through supervisors will also help managers understand the methods of measuring these goals and how to guide volunteers to achieve the best performance.