CSTD 2011 Practice makes perfect revisted

Practice Makes Perfect RevisitedNew ways to use practice

and feedback to build expertise

CSTD ConferenceNovember 17, 2011

© 2010 Global Knowledge Training LLC. All rights reserved. Page 2

Practice in the Popular Press


The Original Research



Practice Makes Perfect (or does it?)

1. What is expertise? What truly separates experts from novices?

2. How is expertise developed? (Hint: It’s all about the practice)

3. Implications for Training and Development How can we use this research to improve our effectiveness


Agenda

What is expertise? How is expertise developed? The new practice Implications for the learning professional and

the training function Q&A

What is Expertise?How expert performers differ

from novice performers


What Defines An Expert?

They perceive more They know more They plan, reflect and adjust more

quickly They use networks more

effectively They draw on tacit knowledge and

practical intelligence to solve problems


The Novices to Expert Progression

Expert

Proficient

Competent

Advanced Beginner

Novice

Tacit Knowledge

Explicitknowledge

Part of the system

Detached Observer

rules

intuitionInformal learning

Formal learning

Considers everything

Sees patterns


The Neuroscience of Expertise


The Limits of Experts

Difficulty articulating tacit knowledge Expertise blinders Individual accounts of expertise are often

unreliable


Agenda



How is Expertise Developed?

How experts develop their exceptional skills, knowledge and

practical intelligence


How Expertise is NOT Developed

Innateabilities

General abilities

Experience


Deliberate Practice

Years of effortful, focused practice on authentic tasks in an environment of continuous feedback and support, accompanied by self- reflection and correction


Essentials of Deliberate Practice

Highly demanding

Designed to improve

performance

10,000Hours

Repetition

Immediatefeedback

Reflectionand

adjustment

Authentic Tasks

Personal Motivation


Tichy’s Learning Zone

Deliberate practice is demanding and requires high levels of focus and concentration….

…but the task must not be beyond reach


Essentials of deliberate practice

Highly demanding

Designed to improve

performance

10,000Hours

Repetition

Immediatefeedback

Reflectionand

adjustment

Authentic Tasks

Personal Motivation


Repetition with Continuous Feedback Avoids Plateau

Plateau



Highly demanding

Designed to improve

performance

10,000Hours

Repetition

Immediatefeedback

Reflectionand

adjustment

Authentic Tasks

Personal Motivation


The 10,000 Hour Rule

Deliberate practice X 10,000 hours = Expert performance

http://www.youtube.com/watch?v=Kq2n1Jlx5P0&feature=related


10,000 Hours to Expertise….Really?

Task Variety

Task Standardization

Knowledge Work

Craft Work

TechnicianWork

RoutineWork

1,000 hrs. 10,000 hrs.

Explicit Knowledge Tacit Knowledge

Formal Learning Informal learning



Highly demanding

Designed to improve

performance

10,000Hours

Repetition

Immediatefeedback

Reflectionand

adjustment

Authentic Tasks

Personal Motivation


UPS Driver Training

What elements of deliberate practice do you see?

http://abcnews.go.com/gma/video?id=4010112


Deliberate Practice at Work

Feedback

Action

Reflection

Plan/Adjust

Domain Knowledge

Tacit Knowledge

Practical Intelligence

Performance goal


Agenda



T&D ImplicationsBuilding expertise with new

approaches to practice


Supporting the Deliberate Practice Cycle

Feedback

Action

Reflection

Plan/Adjust

Domain Knowledge

Tacit knowledge

Practical Intelligence

Performance goal


The New Practice

Action learning Cognitive apprenticeship Communities of practice Simulation Feedback in the workflow Job assignments with coaching


Action Learning

A Problem An Action Learning team. An action taken on the problem A process of guided questioning and reflection An Action Learning coach Action learning sets


Guided Experience in Management Development

Experiences(from managers)

Concepts (from resources)

Reflection(individual/group)

insightsand learning

Application(on job)

Impacts(on organization)

Adapted from Mintzberg, Managers not MBA’s


Cognitive Apprenticeship

Teach novice employees the mental processes experts use to solve complex problems or tasks.

Targets cognitive and meta-cognitive skills

Makes thinking and problem-solving processes visible and open to reflection and modification.

Experts coaches and support novices as they learn solve problems in context

Scaffolding is a gradual release of support as novices build skill


Communities of Practice (CoP)

Community of Practice

A group of people who share a concern, a set of problems, or passion about a topic, and who deepen their knowledge and capability for action through interacting and collaborating with others in the community on an ongoing basis

DomainThe professional field of work and areas of problem solving and

innovation

Community The people that

participate in the community and their corresponding roles

(formal and informal)

Practice The work of the

community. Actions, knowledge

repositories, and learning generated in the course of working


GK Community of Practice


Informal Learning Assets and CoP


Simulation

Surrogate for experience

Embedded in context Deliberate practice

with authentic tasks Learning by doing

http://www.youtube.com/watch?v=uCpkaS_0NsY


Image of our simulation



Feedback in the Workflow


Developmental Assignments with Coaching

Challenge driven assignments

Action oriented Coaching feedback Reflection Builds tacit knowledge and

practical intelligence


Summary

Expert performers have highly refined perceptual skills, domain knowledge and practical intelligence

These skills are developed through years of targeted and deliberate practice

The elements of deliberate practice can be supported and enhanced by providing resources to support each element in the deliberate practice cycle

The methods transcend the formal/informal learning debate

New methods of practice support learning more effectively than learning exercises designed for traditional classroom training


Education

CSTD 2011 Practice makes perfect revisted