“Collaboration allows us to know more than we are capable of knowing by ourselves.” Paul Solarz
Last week, I introduced The Peer Learning Group. This week, I’d like to provide more specific information about The Peer Learning Group Model, which is a collaborative peer-based learning approach.
The Peer Learning Group Model is based on U-theory, so it looks like this:
The peer learning groups form (engage) to discuss a specific management challenge, using module materials that we provide.
Every module involves two 90-minute sessions, a practice session in the intervening time, and a post-session. In Session 1, the managers share their knowledge and experience and learn new techniques. More specifically, group members: identify their problems and … Read the rest
“Success depends upon previous preparation, and without such preparation there is sure to be failure.” Confucius
The first time I tried to make yeast bread (using a written version of an oral recipe from my grandmother), I waited three days for the yeast to bubble. It had actually bubbled within the first few minutes, but I missed it. Feeling frustrated and foolish, I never tried to make her yeast bread again.
What brought this to mind was a meeting to discuss the effectiveness of a newly created participant-centered curriculum. The subject matter experts (SMEs) responsible for delivering the curriculum had essentially ignored it and presented their lecture-based curriculum instead.
Why? There were a number of reasons:
- They did not
“To get profit without risk, experience without danger, and reward without work, is as impossible as it is to live without being born.” A. P. Gouthey
According to Eduardo Briceno, the CEO of Mindset Works, there are four types of mistakes that are most useful in the learning process. These four mistakes are: stretch mistakes, aha-moment mistakes, sloppy mistakes and high-stakes mistakes.
This Tip will focus on the fourth and last type of mistake: high-stake mistakes, as described by Mr. Briceno:
“Sometimes we don’t want to make a mistake because it would be catastrophic.
For example, in potentially dangerous situations we want to be safe:
- A big mistake from the person in charge of security in a nuclear power plant
“Never practice without a thought in mind.” Nancy Lopez
[Note: The following information was drawn from articles by Dr. Allison Belger, Samara Freemark and Stephen Smith.]
When a learner repetitively performs the same skill over and over again, it is called “blocked practice.” In other words, it is protected, or blocked, from any variations.
“Random practice” means just that, learners work on a number of different skills in combination with each other. This is also called “interleaved” practice (not interweaved, which is what one might expect). (I looked up “interleaved” and it relates to placing things between the pages, or leaves, of a book.) Because the learner randomly works on trials and patterns of one thing, then another, with each … Read the rest
“There are always three speeches, for every one you actually gave. The one you practiced, the one you gave, and the one you wish you gave.” Dale Carnegie
I always videotape the participants on the last day of any train-the-trainer or presentation skills training program. The videotape includes both the participant’s facilitation or presentation, as well as the other participants’ (and my) constructive feedback. We do not replay the videotapes during class. Instead, I convert them into DVDs and send them to the participants after the class. This way, they can review them in private.
Over the years, I have made my share of both embarrassing and regrettable mistakes: misreading the camera to think that it was recording when … Read the rest
“Practice puts your brains in your muscles.“ Sam Snead
If an activity requires an immediate automatic response, then a great deal of repetition and practice is typically necessary. However, the need for practice and its effectiveness for some skills can be highly individual. There are times when too much practice will adversely affect performance when it counts.
The questions are: “How much practice is necessary and sufficient to achieve the desired skill level?” and “When does practice defeat the intent of improving performance?”
We know that, given the choice between a new surgeon with limited practical experience or a surgeon with years of practice to hone essential surgical knowledge, skills and dexterity, we are much more likely to choose … Read the rest