Tip #629: How Knowledge and Confidence Can Curb Learning

On July 11, 2016, Posted by , In brain research, By ,,,,,, , With Comments Off on Tip #629: How Knowledge and Confidence Can Curb Learning

“Fortunately for serious minds, a bias recognized is a bias sterilized.” Benjamin Haydon

There is a lot that can interfere with a willingness to learn new things.

Andrea May, VP of Instructional Design Services for Dashe & Thomson, has identified what she considers to be the top ten cognitive biases that adversely affect learning and posted those on the Dashe & Thomson Social Learning Blog.

Let’s look at the next two cognitive biases and discuss how we can counter their effect through our training design and delivery. The titles and descriptions of the biases are Ms. May’s. The commentary is mine.

3.  Dunning-Kruger effect: The tendency for incompetent people to overestimate their competence, and very competent people to underestimate their Read the rest

Tip #617: If At First You Don’t Succeed, There’s Probably a Good Reason

On April 18, 2016, Posted by , In trainers, By ,,,,,,,, , With Comments Off on Tip #617: If At First You Don’t Succeed, There’s Probably a Good Reason

“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:

  1. They did not
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Tip #263: Helping SMEs See That Participatory Activities Are Easy to Design

On February 12, 2009, Posted by , In learning activities, By ,,,,,,,, , With Comments Off on Tip #263: Helping SMEs See That Participatory Activities Are Easy to Design

When we began this discussion about encouraging SMEs to use participatory learning activities, we said that we had to meet five challenges: to help them: (1) recognize the value of participatory learning activities; (2) become open to the idea of actually using participatory activities; (3) see that participatory activities are not necessarily difficult to design; (4) learn how to select appropriate activities; and (5) become comfortable with facilitating participatory activities.

Last week’s Tip focused on the second challenge: to help SMEs become open to the idea of actually using participatory activities. This week’s Tip will address the third challenge.How can we help SMEs to see that participatory activities are not necessarily difficult to design? Let’s say that we have … Read the rest

Tip #262: Helping SMEs Become Open to Using Participatory Activities

On February 7, 2009, Posted by , In trainers, By ,,,, , With Comments Off on Tip #262: Helping SMEs Become Open to Using Participatory Activities

When we began this discussion about encouraging SMEs to use participatory learning activities, we said that we had to meet five challenges: to help them: (1) recognize the value of participatory learning activities; (2) become open to the idea of actually using participatory activities; (3) see that participatory activities are not necessarily difficult to design; (4) learn how to select appropriate activities; and (5) become comfortable with facilitating participatory activities.

Last week’s Tip focused on the first challenge: to help them recognize the value of participatory learning activities.
This week’s Tip will address the second challenge.

How can we help SMEs become open to the idea of actually using participatory activities?

Let’s say that we have met the first … Read the rest

Tip #226: Debunking Myths About Trainer Being Expert

On June 19, 2008, Posted by , In trainers, By , , With Comments Off on Tip #226: Debunking Myths About Trainer Being Expert

A trainer who is a subject matter expert naturally has instant credibility with participants. However, it is not necessary for the trainer to be a content expert.

In addition, just because someone is a subject matter expert, it does not mean that person is a good trainer. Having expertise and effectively transferring that expertise to another person does not happen automatically. Training design and learning facilitation are skills in their own right that require significant expertise.

A good training designer can work with a subject matter expert to create a training program full of credible content that is also structured to increase the probability of learning. In this collaborative design process, the subject matter expert provides the content and the … Read the rest

Tip #156: Designing Training with SME’s #3

On February 4, 2007, Posted by , In management and leadership, By ,, , With Comments Off on Tip #156: Designing Training with SME’s #3

We have identified the training methods, time frames, reference documents and audiovisuals for each learning objective, to complete the lesson plan design phase.

The next step in working with SMEs is the actual creation of the training materials.

We walk through the lesson plan, discussing the training materials that need to be created. This includes interactive exercises as well as reference materials.

For each module, we identify:

  1. What information is necessary to create the relevant interactive exercises. For example, we discuss the key points that should be covered in questions for a questionnaire, or what the focus of a case study should be, etc.
  2. What reference materials are needed and whether they currently exist or will have to be
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