Self Directed Learning as a Training Solution

This is part of a 3-part series focusing on applying adult learning theory in the workplace. To see the other articles, view A Brief Intro to Adult Learning Theory and Using Inter-team Collaborations to Promote Critical Thinking Skills

Current Problem

Where I currently work, we are finding that our instructors need and crave more targeted professional development. As mentioned in the Methodology section, adults want to know that what they are learning is relevant and has immediate application. If there is something that an instructor needs to know to do his/her job, then it is our responsibility to provide it. As a relatively new company, our resource library is limited and does not necessarily address the different skill gaps of our instructors, nor the levels at which they need to address them. In other words, we aren’t practicing differentiated learning. We are taking a one size fits all approach that leaves some instructors feeling lost and others feeling stagnant.

Proposed Solution

At the very simplest – build a searchable repository of professional development resources and pair this with the observations and assessments that are already happening. Ensure that all instructors across all campuses have access to this database and leverage instructor and employee knowledge to further populate it.

It’s extremely important that the resources you provide are accessible, relevant and accurate. Forgetting these simple guidelines can result in frustration (why do I need to learn this?), confusion (what does this mean/this contradicts something else), and resentment (I have to pay/drive an hour out of my way for this information) from learners.

Why Self Directed Learning?

You’re covering a few bases with this approach, most of which are covered in other parts of this site. Above all else, you are providing adults with actionable and applicable items. They can pursue as little or as much as they want to in order to meet the benchmarks set forth by their managers. They can also choose to expand their knowledge outside of the provided resources and are encouraged to improve their in class practice with the support of their instructional leaders.

In a classroom setting, this can be a useful tool for students who often finish early and crave additional knowledge. Conversely, it’s also a great tool for a student who is having trouble grasping a concept that everyone else has mastered. The missing information may be critical to the student’s success, so it cannot be glanced over. Instead, you can provide articles, textbooks, videos or other resources to allow the student to learn the concept on his/her own.

What it Looks Like

For me, this looks like a centralized web-based system that is managed by the instructional leaders across all campuses. Because this will be used by all instructors and is part of the message and culture of the company, it’s important that the information submitted is vetted and that it aligns with what you want to see in the classroom.

For you, this depends on the systems and process already in place for learning. Do you have a learning management system (LMS) like Canvas, Blackboard, Oracle or Schoology? If you answered yes, there might already be add-ons or functionality that allow you to build resource libraries. You may also be able to create videos, quizzes and other assessments that are specific to the goals of your course.

If you answered no, you can still create a system that ticks those three boxes. If you are working in an offline environment, have a listed of links, books, videos, etc to provide to students. Or, if you have books or articles in the classroom, suggest the student has a look during the break. You can also build a simple website, like this one, to act as an extension of the classroom materials.

How can I make this work for me?

SDL is best used when:

  • There are small or simple tasks the audience needs to know before you can move forward. This is sometimes called pre-work and has been used in as a requirement for trainings and classes.
  • A learner is struggling during class but you are unable to a)spend anymore time on the subject, b) provide the depth of knowledge necessary for understanding or c) adjust the lesson to address his/her preferred learning style.
  • A learner is excelling and requires more stimulus to remain engaged in the lesson.

Want to give it a shot? Download this Adult Learning Application Cheatsheet to get started.

Using Learning Contracts to Facilitate Success

Learning contracts can be a great tool to clearly define course or training expectations for the instructor/trainer and the student/employee. Although an employer may hope that information provided in a training environment is clear and relevant, it’s necessary to take into account context. Your audience needs to know why they are learning this information and how they are expected to apply it.  Take a look at the learning contract (above or view the PDF here) and course description (below), that I created for my sample ‘Data Management Across Systems’.

Sample Course: Data Management Across Systems

Course Description

This course has been designed to assist Data Administrators in evaluating current data collection systems in their department or company. Regardless of the size or purpose of your organization, you collect data in one form or another. Some of us are used to the old paper and pen method while some of us are almost completely digital. Both systems have pros and cons, which we will discuss in this course. Knowing the reason your company collects various types of data, who the responsible parties are and what the output format will be, has a great bearing on the systems you use and the issues you will face. We will take a look at all of these factors over the next 5 weeks to help you lead or support the implementation of more accurate and robust data collection.

 

Creation of a Learning Contract

Each of you come from a different background and may have slightly different expectations for this course. The purpose of this learning contract is to ensure each student sets and completes his/her objectives. The contract is between the student and the instructor, created as a way to clearly communicate course expectations for both parties. It will be completed at the end of the first week so that you have an idea of the material that will be covered and the options for projects used to demonstrate learning.

This contract should be personal to you and focus on what you intend to get out of this course. To help you begin this process, please complete the KWL chart provided on the first day of class. Use this document, along with the course description to begin developing objectives. During the submission of the Learning Contract, the instructor will meet with you to provide feedback. Once it is finalized, both the instructor and the student will agree on at least one in-person check-in and sign the contract. A copy will go to the student, one to the instructor and one will be kept on file with the department, to be revisited during the follow up meetings to ensure the objectives are being met.

After reading through the information, think about how learning contracts can be introduced in your learning environment to facilitate success.  Does this change the way you approach teaching or training? Are there any aspects of this that you can implement now?