Perceive the world Happy with what is perceived Change No Change Comfort Zone Unhappy with what is perceived Understanding The Learning Process To Influence

Perceive the world

Happywith what isperceived

Change

No ChangeComfort Zone

Unhappywith what isperceived

Understanding The Learning Process To Influence ChangeUnderstanding The Learning Process To Influence Change

Change

Forward to Summary

Change - NewComfort Zone

Not ComfortPerceive world

Perceive the world

Eyes - Sight


How do we perceive the world?

Ears - HearingNose - Smell

Tongue - Taste

Skin – Touch

Brain



Sense Organ

Perception distorts reality when the:

• Information reaching the sense organ is distorted.

• Information reaching the brain is distorted (sense organ is defective e.g.. short sightedness or background interference of a weak signal e.g. sound is very soft in a noisy atmosphere)

• Brain/nerves are impaired e.g. disease or drugs.

• Person is under stress.

• Brain tries to make meaning of sensations

Perception

Brain



Sense Organ

• Are the red lines straight?

Perception

Back to Change

Personalexample


Comfort Zone

Back to Change

What is Your Comfort Zone?

• Are you always happy in a Comfort Zone?

• Can a Comfort Zone be stressful?

• How do people react when displaced from their Comfort Zone?

Summary


Are you always happy in your Comfort Zone?

Some reasons for unhappiness

You are unable to change the Zone

because

• You are powerless.

• You are financially unable to.

• You enjoy being unhappy.

Back to Comfort Zone

Forward to Summary


Reactions to being out of a Comfort Zone

Displacement from a Comfort Zone may cause:

• A Tantrum with incoherent protest.

• A “Lockout”. The person refuses to interact in a meaningful way,

• A direct attack on the messenger.

• A problem solving rising to the challenge with an attempt to find solutions. May involve coherent protest.


Behavior which may indicate discomfort with change.

• Maintenance of Traditions when New Systems or Technologies make activities simpler or more efficient.

• Refusal to learn new technologies e.g. refusal to “talk to a machine” to leave voice mail.

• Rejection of a generation - new styles / music.

Behavior which may indicate discomfort with change.


Reactions to being out of a Comfort Zone?

What is your reaction to Displacement from a Comfort Zone?

Back to Comfort Zone


Interim Summary 1

I object to change because I want to be in my comfort zone.

My Comfort Zone is personal and based on:

• Gathering information received through my imperfect senses and Interpreting and making sense of the information to have:

• perceptions of others (which may be wrong)

• a perception of myself (which may be wrong)

How does Gwen perceive the actions of the Wizard?

Do you think the actions of others is to remove comfort from your life?

Lets discuss a balanced view of the actions of other people on our lives.


Perceptions of Other People


Making Change Happen

lady's motivation frog's motive motivation



What is the motivation for the lady to kiss the frog?

• How does she benefit?

• Does she benefit materially (tangible way)?

• Does she benefit emotionally (intangible way)?

Will people act if there is no benefit?

Back to Cartoon



How does the frog/wizard attempt to motivate the lady?

• He “makes” her want to kiss him!

• The lady wants to kiss him for her own benefit.

•Does she see her action as kissing a man?

• What is the disadvantage of stereotyping the lady? Back to

Cartoon


Making Change Happen - motivation

Could he have motivated her if she did not notice him?

How does the frog catch the lady’s attention?

• He stood out physically from the background.

• Did anything in his message attract her?

How does the frog sustain the lady’s attention?

• Is “standing out” enough?

• Is his message alone sufficient? Back to Cartoon



How do you catch someone's attention?

• Stand out physically from the background.

• Do you want to catch negative attention?

• Do everyone have the same perception of negative attention?

• Does getting negative attention depend on the person you are trying to attract or the circumstances or both?



How do you maintain someone's attention?

• Be interesting.

• Issues must be important for the person?

• Your message must make the person think he/she will benefit from interaction with you.

• What if the person feels threatened?


Interim Summary 2

To Cause Change

You Must Know Your Target

so that you can:

• Catch and maintain their attention.

• Convince them that they want to perform the change because they benefit in

• tangible ways

• intangible ways

To know people we must understand how they think and

learn.

What Do People Consider As Evidence That You Have Learned?


Understanding People


• A “Correct” response is demonstrated following the presentation of a specific environmental stimulus.

• It may make no attempt to show understanding or to apply the knowledge to new situations.

Evidence of Learning


• Memorization - recall of the exact words of teacher. • At school you “learn” a definition given in a

text.• At work you can recall a list of steps in a

procedure.

• Skill or Method of doing some action demonstrated as expected by the teacher. • At school you learn how to recite a poem.• At work you learn and execute a bureaucratic

procedure.





• Modified response is demonstrated when information is stored in memory in an organized, meaningful way.

• Makes an attempt to interpret i.e. show understanding or application.



• Summarization - explain in your own words.• At school you explain a definition in your own

words.• At work you can explain a procedure.

• Skill or Method of doing some action as interpreted by you.• At school you learn how to recite the poem with

feeling.• At work you modify a bureaucratic procedure.




How do you view learning?

•Is learning the product? The destination? •Is learning the process? The journey?

Consider learning to baking a cake• Is learning to be evaluated by the product? i.e. the quality of cake produced.• Or is learning to be evaluated by the process? i.e. how the person understands and modifies the process as he bakes?




Interim Summary 3

Learning can be seen as:

a product/destination a process/journey.

producing standardized people.

producing people who have personalized learning.

evaluated by standardized test when learning is complete by trainer/teacher only.

evaluated by personal standards throughout the process (ongoing) by both student and teacher.

What Theories Explain How People Learn?


Theories of Learning


Behaviorism

• Learning is a behavioral change in desired direction which happens when a correct response is demonstrated following the presentation of a specific environmental stimulus. Learning is caused by external agents.

• Learners practice to build fluency i.e. get responses closer and closer to correct response.

• Teachers use instruction which utilizes consequences and reinforcement of learned behaviors. Programmed Instruction i.e. logical presentation of content, overt responses, immediate knowledge of correctness may be used.

• Learners show insight observable and measurable behaviors



Cognitivism

• Learning is knowledge acquisition i.e. a mental activity that entails internal coding and structuring by the learner. (internal process).

• Learners develop capacity and skills to learn better. Learning results when information is stored in memory in an organized, meaningful way.

• Teachers emphasis structuring, organizing and sequencing information to facilitate optimal processing.

• Learners show insight, information processing, memory, perception.



Constructivism• Learning is an active process of constructing rather than

acquiring knowledge. Knowledge is embedded in the context in which it is used. (internal process).

• Learners build personal interpretation of the world based on experiences and interactions.

• Teachers engage learner in the actual use of the tools in real world situations using authentic tasks in meaningful realistic settings. Instruction is a process of supporting knowledge construction rather than communicating knowledge.

• Learners show novel but situation-specific understandings by "assembling" knowledge from many diverse sources appropriate to the problem at hand.



Humanist

• Learning is a personal act to fulfill potential. (internal process)

• Learners attempts to satisfy affective and cognitive needs as they aspire to become self-actualized, autonomous learners

• Teacher facilitates development of the whole person.

• Learners perform self-directed learning.



Social and Situational

• Learning is in relationship between people and environment.

• Learner Learner aspires for full participation in communities of practice and utilization of resources.

• Teachers work to establish communities of practice in which conversation and participation can occur.

• Learners interacts / observes in social contexts moving from the periphery to the centre of a community of practice.



• Behaviorist - Learning is a behavioral change in desired direction caused by external stimuli.


• Cognitivist - Learning is storing of information in memory in an organized, meaningful way.

• Constructivist - Learning is a process of searching for meaning in all experiences.

• Humanist - Learning is personal actions to fulfill potential.

• Social and situational - Learning is the development of relationships between people and/or people and the environment.

Views of Learning


• Behaviorist - Consequences and reinforcement of learned behaviors.

Theories of LearningHow Teachers use:

• Cognitivist - Structuring, organizing and sequencing information to assist learners in organizing information in an optimal way so that it can be readily assimilated.

• Constructivist - Problem Solving, Creative and Critical thinking, Discovery learning and Inquiry-based.

• Humanist - Self-directed learning.• Social and situational – Socialization, Social

participation, Associationalism, Conversation.


How people learn

How people learn

• Learning is a difficult and complex process.

• Consider the information you receive through your senses as pieces of a jig saw puzzle that you are trying to assemble to make a coherent picture.


How people learn

• Let us make some puzzles to see how easy learning can be:

How people learn

15 pieces parts do not need to be rotated.

9 pieces, parts may need to be rotated.



48 pieces, parts may need to be rotated. .


Organizations

Lets look at your organization.

• Identify the duties at all levels

• List duties

• that require little innovation.

• in which innovation will cause disaster.

• in which lack of innovation will cause disaster.


• No deviation from a set pattern? The person must respond automatically.

What behavior do you want:

• For example using a piece of equipment.• Response to a fire

Why:

• There is no time to think.• The “best response” has already been worked out.• Innovation may cause disaster.

Organizations


Strategies where no innovation is required

Strategies where no innovation is required: • Instructional cues to elicit correct response.• Practice paired with target stimuli. Building

fluency (get responses closer and closer to correct response).

• Reinforcement for correct responses.• Multiple opportunities/trials (Drill and practice).• Recalling facts• Automatically performing a specified procedure


• No deviation from a set pattern. The job is performed correctly.

• The person must respond automatically.• We have standardization (quality control).• Person is easily replaced.

Advantages:

Disdvantages:

• When conditions change person has difficulty adapting.

• Develops traditions which are difficult to change.




Strategies where innovation is required: • Explanations, Demonstrations, Illustrative

examples, Analogies, Summaries, Interactivity and Links to prior knowledge.

• Modeling, Coaching, Problem Solving, Creative and Critical thinking.

• Self-directed learning.• Socialization, Social participation,

Associationalism, Conversation


Change begins with you

Change begins with you!

How traditional are you?

Do you see yourself as others see you?

How do you respond to new ideas?

How do you respond to new technologies?

How do you view young people?

How do you view modern music?

How do you see others?


Accomplishing Change

To Accomplishing Change you must understand that The ONLY person you can change is you!

You can only encourage others to change. They have to make the change.


Accomplishing ChangeStrategies that help to make

others want to change:

1. Get their attention, If you can’t get their attention they can’t hear the message.

• People may seem to be attentive but have “locked you out”.

• If you ideas or appearance are too different (i.e. it does not make sense to the other person) you may be dismissed.

• Know the person you are trying to change so you don’t stereotype them.




2. Motivate the other person

• People act when they benefit.

• Benefits are not only money and materials things. A benefit can be satisfaction of an emotional need.

• Make the situation as relaxed and fun as possible. People don’t perform well under stress.

• Be more tolerant and understanding.




3. Motivate yourself

• Make the situation as relaxed and fun as possible. You perform better when there is no stress.

• Be more tolerant and understanding of yourself.

• Are you your worst critic?


Accomplishing ChangeStrategies that help to make others want to change:

4. Your message needs to be clear to the other person

• People get the message in their frame NOT yours. People are NOT stupid because they see things differently.

• If you ideas or appearance is too different (i.e. it does not make sense to the other person) you may be dismissed.

• Know the person so you can fit the information into their frame.




5. Deliver message with the understanding

• People get the message in their frame NOT yours. You attitude may cause them to focus on you rather than the message.

•People reject ideas that are meaningless to them. They are NOT stupid. Be tolerant. (remember the jig saw puzzles?)

• The social/cultural context is as important as the message.




6. Evaluate message with the understanding

• People get the message in their frame NOT yours. Let them also evaluate their learning.

• Learning is a difficult and complex process. If the person did not get your message, you may need to repackage it.

• More learning may take place when the activity does not work. End


22 X 23 = 25 Perception Example

What I had written:

What my friend read:

22 X 23 = 25 Twenty two multiplied by twenty three equals twenty five!

Back to Perception


22 X 23 = 25 End

What I had written:

What my friend read:

22 X 23 = 25 Twenty two multiplied by twenty three equals twenty five!

Documents

Perceive the world Happy with what is perceived Change No Change Comfort Zone Unhappy with what is perceived Understanding The Learning Process To Influence