Let’s be honest, it feels good to speak with confidence and conviction about a subject we know like the backs of our hands. It feels good to be regarded as a “Subject Matter Expert” (even if it is a rare occurrence!). This expertise makes talking about certain topics easy – for ME! What I sometimes fail to consider, is what my audience is experiencing. Are they with me? Do they get it? They should, after all, I do!!!! Trainers, it’s time to put ourselves in the shoes of our learners…
Let me explain… I recently decided to take a watercolor painting class at the Otis School of Art and Design here in Los Angeles. I have never used watercolor paint before, other than the cheap set of paints my Mom bought me when I was 6. Needless to say, I am NOT a subject matter expert when it comes to watercolor painting – I am as green as the day is long. What I have learned in the past 10 weeks has been eye-opening – and I’m not even talking about the painting! I mean, being a learner again! I had forgotten what it was like to be in such a vulnerable position! As Trainers and possibly subject matter experts we may tend to forget the learning hierarchy. When mastering new skills or strategies, our learners typically advance through a predictable series of learning stages. The learning hierarchy has four stages and though there are many different approaches to the stages of learning, in this article I’ll focus on just one of those approaches. I’ll also suggest intervention strategies for the Trainer for each stage (adapted from Haring, Lovitt, Eaton & Hansen (eds.), The fourth R: Research in the classroom, 1978).
STAGE ONE: ACQUISITION – The learner may struggle to complete the new skill correctly. Not yet accurate or fluent in the skill.
Focus of Trainer: To improve accuracy.
Intervention Strategies: Actively demonstrate the target skill. Use a ‘think-aloud’ strategy-especially for conceptual skills that can’t be physically observed. Provide job-aids and lots of feedback/praise on correct performance and increased fluency.
STAGE TWO: FLUENCY – The learner is able to complete the new skill accurately but works slowly.
Focus of Trainer: To increase the learner’s speed of fluency.
Intervention Strategies: Give frequent practice opportunities. Provide feedback on fluency and accuracy of performance as well as praise and encouragement for increased fluency.
STAGE THREE: GENERALIZATION - The learner is accurate and fluent in using the new skill but does not typically use it in different situations or settings (learner may confuse the new skill with ’similar’ skills).
Focus of Trainer: To get the learner to use the skill in the widest possible range of settings and situations, and not confuse the new skill and ’similar’ skills.
Intervention Strategies: Require the learner to use the new skill regularly in course activities/assignments. Train for adaption: give learners practice exercises with modest modifications in new settings with plenty of coaching, praise and reinforcement.
STAGE FOUR: ADAPTION - The learner is accurate and fluent using the new skill. The learner can use the skill in many (but not all) situations or settings.
Focus of Trainer: To encourage managers/supervisors to monitor on-going use of new skills to ensure maintenance.
Intervention Strategies: Encourage learners (and their managers) to set goals for adapting new skills to novel and challenging situations in the workplace.
As I mentioned, this is just one approach to the stages of learning. In our How Adults Learn workshop, we look at several other approaches.
Bottom line: Take a class! (cooking, art, sports, or academic) Put yourself in the shoes of the learner! (personally, I’m only at Phase 2) It has, and will continue to, make me a better Trainer!
Melissa
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