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ppt for recurrent training of airline pilots
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1MH
Instructional Techniques
I hear, I forget.I see, I remember.
I do, I understand Confucius
2MH
Lao-Tse (also Lao-tzu) onEffective Learning
In the 5th-century BC, this philosopher wrote:
• "If you tell me, I will listen. • If you show me, I will see.
• But if you let me
experience, I will learn."
3MH
Agenda• The Learning Process
• The Training Process
• Training Methods
• The Human Behavior & Motivation
• Impact of Stress on Instructor Performance
• Effective Communication
• The Instructor as a Critic
• Instructional Aids
4MH
Education & Training
Skills Knowledge Attitude
Education Training
5MH
Goals of TrainingGoals of Training
Learning to Improve Corporate Performance
Learning
6MH
Definitions Adult learning – a process through which
learners become aware of significant experience.
Education – an activity undertaken by one or more teachers to change the knowledge and attitudes of individuals.
Learning – the acquisition of skills, knowledge and attitudes that change behavior.
Teaching – helping someone to learn. Training:
To make proficient with specialized instruction and practice or
To provide the experiences so that learning can happen.
7MH
Rules of Learning Stimulate Students Recognize Individual Differences Understanding and Repetition Aid Retention Show It Like It Is First and Last Impressions Are Retained Tie-In Is Essential To Learning “Belongingness” and “Satisfiers” Aid
Learning Active Practice is Best New Learning May Detract From Previous
Learning
8MH
Rules of Learning Showing Errors Can Aid Learning Rewards Aid Learning Recognition is Easier Than Recall Much Is Forgotten Rapidly Known Authorities Are Believed Exact Repetition Effective Fear Is Effective In Small Doses Success Begets Further Success Old and Strong Ideas Are Best Retained
9MH
Raising the Bar
competence
What we have
KRA (Standards)
time
Competence development
Knowledge assimilated
What
we
need
Training
Observation&
Supervision
10MH
Focus and ASK (KAS)
Knowledge: Acquaintance with facts - Understanding of concepts
Skills: - Ability to apply knowledge - Proficiency in solving problems
Attitude/ - High self-esteemAbilities - Positive feelings - Superior performance
11MH
Knowledge
Conveying concepts, ideas, facts
Content – cognitive learning
Ability to demonstrate acquired knowledge, comprehend information, analyze concepts
Most common and easily measured
12MH
Skills
Change in ability to do something
Easier to identify and determine if met
Focus on being able to perform a task or procedure
Requires practice and feedback
Hard to measure impact
13MH
Attitudes
Used to change feelings, beliefs, values
To increase awareness of or sensitivity to certain issues or ideas
Most difficult to assess
Observed over time
14MH
ACTION!
Adjust Decide
Analyze Evaluate
Assess Choose
Select Criticize
Compute Prepare
Prove Design
Develop Demonstrate
Record Solve
Measure Construct
Cite Compare
Describe List
Explain Differentiate
Name Relate
Identify Define
Objectives always start with an action
verb!
15MH
First Perspective: Teaching / Training
Motivation: Why people learnInstruction: How people learnContext: How the part fits the big pictureExplanation: Step by step, digestible small chunksPractice: Demonstrate, practice with supervision, soloEvaluate: Verify learning
16MH
Dominant Learning StyleLearning
Visual
Auditory
Kinesthetic
17MH
18MH
THE LEARNING PROCESSTHE LEARNING PROCESS
LEARNINGLEARNING
CHARACTERISTICS CHARACTERISTICS OF THE LEARNEROF THE LEARNER
NATURE OF THE NATURE OF THE MATERIALSMATERIALS
CRITERIAL TASKCRITERIAL TASKLEARNING LEARNING
STRATEGIESSTRATEGIES
19MH
Six Principles of Learning
R eadiness E xercise E ffect P rimacy I ntensity R ecency
20MH
Law of Readiness:
A person learns best when
1. He/She has the necessary background
2. Appropriate attitude
3. Is ready to learn.
No reason to learn = nothing learned.
THE LAWS OF THE LAWS OF LEARNINGLEARNING
21MH
THE LAWS OF LEARNINGTHE LAWS OF LEARNING
Law of Exercise: Those things most often repeated are best
remembered. It is the basis of practice and drill.
After training it right, let them practice.
22MH
THE LAWS OF LEARNING THE LAWS OF LEARNING
Law of Effect: learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling.
What effect is your training having on learning?
23MH
THE LAWS OF LEARNINGTHE LAWS OF LEARNING
Law of Primacy: What is taught must be right the first time. Primacy, the state of being first, often creates a
strong, almost unshakable, impression.
Train right, right the first time!
24MH
THE LAWS OF LEARNINGTHE LAWS OF LEARNING
Law of Intensity: A sharp, clear, or exciting learning experience teaches more than a routine or boring one.
Make the experience real, applicable, lively, exciting and passionate.
25MH
THE LAWS OF LEARNING THE LAWS OF LEARNING
Law of Recency: The things most recently learned are best remembered.
Reinforce prior learning through exercise.
26MH
THE LAWS OF FORGETTINGTHE LAWS OF FORGETTING
Disuse: A person forgets things which are not used.
Interference: People forget a thing because a certain experience has overshadowed it, or the learning of similar things has interfered.
Repression: forgetting is due to the submersion of ideas into the unconscious mind. Individuals may unintentionally repress material that is unpleasant, or produces anxiety.
27MH
Ebbinghaus’ Curve of Forgetting
28MH
Learning-Esteem Cycle
Feeling good about
yourself
Producing
good results
Leads to
Leads to
Learning: Great Tips Practice is more than repetition. Use it or lose it. Cognitive tools are remarkable--but some are
limited Attention is a gateways to learning. Working memory fills fast
Organization and elaboration support memory Knowledge and beliefs play critical roles in
learning Learning is hard work: Strategic persistence
pays Knowledge is difficult to transfer
29MH
30
Left Brain – Right Brain
Response
31MH
Senses Used in Learning
• Vision 83%
• Listening 11%
• Smell 3 %
• Touch 2 %
• Taste 1%
32MH
All learning Comes From Perceptions
• Can you see the pattern?• Is there a “trick” to seeing the pattern?• Can you “unsee” the pattern?• How is this like learning?
33MH
Perceptual Distortion Causes Errors
“A mistake is an event, the full benefit of which has not yet been turned to your
advantage.” Edward Land, founder of Polaroid
34MH
TRAINING– QUESTIONS to TRAINING– QUESTIONS to ASKASK
What is my objective? What do I know about the objective? What do I not know about the objective? Where can I find out info about the objective? What material do I need to train? What is my plan to train according to the
objective? Does my plan have training value? When/how can I practice?
35MH
Training Methods
Lecture/Presentation Method Demonstration Method Practical Exercise Experiential Practice Method Case Study Or Team Practice Coach And Pupil Independent
36MH
Plan Prepare Explain Demonstrate/Apply Review Evaluate
Elements of Training
37MH
The Active Learning Teacher
A teacher is bestWhen students barely know he existsOf a good teacher, who talks littleWhen his work is done, his aim fulfilledThey will say, “We did this ourselves.”
--adapted from Lao Tzu
38MH
Effective Facilitation Skillful delivery Enthusiastic Clear Modulated voice Eye contact Appropriate gestures
39MH
The task of the instructor is not to take students from a state of ignorance to
a state of knowledge,
but
from a state of ignorance to a more profound state of ignorance.
If it was easy, anybody could do it
40MH
Instructor Personality
Type ‘A’ persons may suffer from excessive stress
41MH
Chronic Distress and Health Disorders Coronary heart disease Hypertension Eating disorders Ulcers Diabetes Asthma Depression Migraine headaches Sleep
disorders Chronic fatigue Possibly some cancers
These may impair occupational performance including functions as an effective trainer
42MH
Ideas for Modifying a Type ‘A’ Personality
Make a contract to slow downMake a contract to slow downLimit multitasking behaviorsLimit multitasking behaviors
Don’t smokeDon’t smokeCut down on caffeineCut down on caffeine
Work on redirecting impatience and Work on redirecting impatience and controlling hostilitycontrolling hostility
Plan fun, relaxing activitiesPlan fun, relaxing activitiesChoose a non-Type A role model to observeChoose a non-Type A role model to observe
Simplify lifeSimplify lifeUse time management strategiesUse time management strategies
Listen to your bodyListen to your bodyEstablish strong, nurturing relationshipsEstablish strong, nurturing relationships
43MH
Diagnostic Tools
“I keep six honest serving-men(They taught me all I knew); their names are
What & Why;When & Where;
Who & How.Rudyard Kipling
'Millions saw the apple fall, but Newton was the one who asked why’
Bernard M. Baruch
44MH
Learning – Four Stages
Conscious Incompetence
Conscious Competence
Unconscious Competence
Unconscious Incompetence
45MH
Skill Development Process
Unconscious ConsciousIn
com
pete
ntC
ompe
tent
1 2
34
46MH
UnconsciousIn
com
pete
nt•Ignorance is bliss•Don’t know what I don’t know•Naïve, Foolish, Insensitive, Self-Absorbed
2
Skill Development Process
47MH
ConsciousIn
com
pete
nt Recognize problemsFrustratingDesire changeExperimentMinimal success
3
Skill Development Process
48MH
ConsciousCo
mpe
tent
Gain momentumDevelop styleIncreased confidenceRequires effortRequires adjustments
4
Skill Development Process
49MH
UnconsciousCo
mpe
tent Natural
GracefulCharismaIntegrated
Skill Development Process
50MH
Low Competence
High Competence
High Confidence
False Competence
Unusable Competence
IncompetenceLow Confidence
Mastery
Trainability and Risk
51MH
Purpose/Plan Prepare Practice Present / Explain / Demonstrate / Apply Review/Debrief Evaluate
Summary: Elements of Training
Proper Planning(Preparation) Prevents Poor Performance
52MH
“Learning is not compulsory – neither is survival!”
W Edward Deming
Thank You