Here is your chance to meet me live! I will be speaking at PMI’s Keystone Chapter’s Project Management and Development Day on April 21, 2012.
Check out http://www.pmi-keystone.org/ for more information and to register!
Click here to view our McKinsey” Management 2.0 Challenge” and comment on it! (http://www.managementexchange.com/hack/new-hack-07-wed-2011)
Learning Something New Everyday
I know a lot of people who are proud of the fact that they haven’t attended a computer training class since the days of Windows 95. When I speak with these people, I remind them that there is a lot that can be learned in a formal training session, and they look at me incredulously. As a corporate trainer, I tend to take these kinds of comments (and incredulous looks) personally because I know just how much can be gained by attending even a short training session.
Some people are just resistant to change. For example, in a recent post, I mentioned the Office 2007/2010 Ribbon. If you have been avoiding learning anything new about technology since Windows 95, I could see why you might be hesitant to learn the new Ribbon. Another example was with Windows XP. There were countless people who disliked the Windows XP start menu, so they switched it back to the “Classic Menu.” (Does anyone still do that??) In contrast to these two examples, people who are continually learning new things tend to be more receptive to change.
I am one of those people. I try to learn something new everyday. This is especially true as it relates to computer technologies. It seems as if computer technologies are evolving faster than anything else on the planet! As such, I make a conscious effort to learn as much as I can about those changes–especially new features–everyday. Oftentimes, I accomplish this through some kind of formal training.
Now, don’t get me wrong. I know that many people do not attend formal training because of scheduling or budgeting constraints; however, those are not reasons to completely avoid learning new features in technology. Believe me, I cannot attend formal training everyday! Even so, there are still ways to learn something new everyday. For example, there are many well written books that are available for purchase at your local book stores. Low on cash? Search the Web for “New Features” in your favorite applications. Also, don’t forget that there are quite a few free Webinars available from many companies. My company, CAI, offers free Webinars (almost daily) throughout the year. For more information, take a look at http://www.itmpi.org/webinars. In fact, in just a little while, I’ll be attending a free Webinar on Best Practices in Scheduling Using Microsoft Project. Although I have been using and teaching Microsoft Project for years, I am always hopeful that I’ll learn some new nugget of information that will make the entire Webinar completely worth the hour of my time that it will take. So, it isn’t difficult to learn within the schedule and budget you have; you just have to be creative!
Oh! What have I learned already today? Are you familiar with the new Reliability Monitor in Windows 7? It’s a new tool that plots system events (e.g., successful and unsuccessful installations of drivers, application crashes, etc.) on a timeline. It’s a great tool for root cause analysis if you’re having trouble with your Windows 7 system. To launch the Reliability Monitor, use the Action Center or click the Start button and type perfmon /rel in the search box.
Take a look at it, and you might learn something new today, too!
Learn to Love the Ribbon
So, how many of you have upgraded to Office 2010? What about Office 2007? How many of you LOVE the ribbon? Hello? Anyone?
I have heard a significant number of complaints about the ribbon in Office. Now that it has been fully integrated in Office 2010 (and in some of the Windows 7 applications, like WordPad and Paint), I am pretty sure that it’s here to stay. As a corporate trainer, I have been recently asked to start teaching more and more courses about using Office 2010. (Apparently, many organizations skipped Office 2007.) I always try to make my classes as fun as possible, and I thought I would share with you one of the ways in which to make the ribbon more fun while also teaching your end users to love it.
Have you heard of Ribbon Hero? It’s a game for Office 2007 and Office 2010 that helps you to improve your skills with the ribbon. You score points as you learn about and use features on the ribbon. As if that weren’t enough, it’s FREE.
Take a look at the Ribbon Hero: http://www.officelabs.com/ribbonhero. You’ll learn to love the ribbon!
Microsoft Project 2007 for Adult Learners
In an effort to reduce costs while still providing value to its clients, Computer Aid, Inc. (CAI) is developing a training program that will provide new skills to adults who are re-entering the workforce. These adult learners have few computer skills; however, they are being hired to assist with data entry and tracking on CAI’s projects. The tool that they must use is Microsoft Project 2007. While some of the participants have limited computer skills, the participants are all new to this particular application. As such, this will be a transformative journey for the participants.
In order to address the needs of these adult learners, three learning theories will be combined. First, the entire program will rely heavily on the transformative learning theory that has been developed by Laurent Daloz (1999). In addition, the program will also focus on teaching the participants how to learn through the use of the cognitive learning theory—specifically Robert Gagné’s (1985) nine events of instruction. Finally, because this is a skills-based program, it will also rely on some aspects of the behaviorist learning theory as developed by B. F. Skinner (Merriam, Caffarella, & Baumgartner, 2007).
These three learning theories will all be encapsulated within Levinson’s Phase Theory of Development (Kegan, 1994). As adult learners, these participants are all at an age during which they may struggle with learning. Levinson’s Phase Theory will enable the students to feel more confident in their current phase. This post will present the how the learning theories will be used, how the developmental theory will be used, and what the actual curriculum will be.
Learning Theories
This program will focus on three learning theories. The overarching learning theory will be that of transformative learning. Within this learning theory, the cognitive learning theory will be addressed. Finally, some elements of the behaviorist learning theory will be included. Each of these is described next.
Laurent Daloz (1999) promotes the transformative learning theory as a journey. The learners will go through a process to make incremental steps toward change. In this sense, the course leader will act more as a mentor. In that role, the course leader will guide the participants in their transformation. The participants will need to transform from their previous lives to one of a professional project data analyst. This will be done through many examples, stories, and analogies in the form of guidance from the course leader. This will be done in conjunction with one aspect of the cognitive learning theory.
The purpose of the cognitive learning theory is to develop new capacities and skills to learn better (Merriam, Caffarella, & Baumgartner, 2007). Because many of the participants will have been away from the learning environment for some time, the course leader will need to help the participants learn how to learn. This will be done by following Robert M. Gagné’s nine events of instruction (Gagné, 1985). These nine events will be used each day for each lesson in an effort to structure the content in a way that will facilitate progress. While using these nine events, a behaviorist approach will also be used.
The behaviorist learning theory will be used to produce the actual behavioral change that the participants will need for their new job. Much of the work of B. F. Skinner (Merriam, Caffarella, & Baumgartner, 2007) will be used to ensure that the participants will actually make the required change. The participants will be required to demonstrate that change in behavior through the use of skills assessment and behavioral objectives.
Developmental Theory
In addition to three learning theories, this program will focus on Phase Theory of Development. While there are many phases to this theory, the focus on the middle phases aligns with the ages of the participants. Because of this, there are many advantages to relying on this developmental theory.
Levinson’s Phase Theory has is based on how people develop at different ages (Kegan, 1994). Levinson defines four phases: Childhood and adolescence, early adulthood, middle adulthood, and late adulthood. Levinson focuses primarily on early and middle adulthood. All of the participants in this training program fall in this range. Within these ranges, Levinson presents several key transitional moments that adults will go through.
This program will be a completely new environment for the participants, and they will be asked to make transitions in their lives. The course leader will need to understand how to help them move from one point to the next. Again, this will be done through the use of many stories, analogies, and structure while the course leader is providing guidance.
As adult learners, the participants will have already developed in some ways. They will have all passed the first phase. Many of them will be well into the second phase. Some will be transitioning into the third phase. And a few will already be in the third phase. The course facilitator will address the needs of these various phases throughout the course curriculum.
Course Curriculum
The course on Microsoft Project 2007 will use three learning theories and one developmental theory. The structure of the course will follow Robert Gagné’s nine events of instruction (Gagné, 1985). Those nine events are listed in the follow table, and each event will reflect these theories.
Table 1
Course Curriculum
| Nine Events | Description |
|---|---|
| Gain Attention | The course leader will gain attention by talking about the benefits of learning Microsoft Project 2007and through the use of stories of his or her own experience with the application. This event serves as a transformative learning process. |
| Present Objectives | Before beginning each session, the course leader will present behavioral objectives for the session. |
| Stimulate Prior Learning | The course leader will stimulate prior learning by talking about projects in general and by reviewing previous material. This event serves as a transformative learning process. |
| Present Stimulus | The course leader will teach the content using behaviorist learning theory. The stimulus includes using Microsoft Project 2007 to plan a project, to create a schedule, to communicate information, to assign resources and costs, to track progress, and to close a project. |
| Provide Guidance | The course leader will provide guidance through the use of stories, examples, and analogies. This event serves as a transformative learning process as well as a phase development process. |
| Elicit Performance | Upon completion of each learning stimulus, the participants will be required to practice the new behaviors that they are learning. |
| Provide Feedback | The course leader will provide feedback to each of the participants. This event addresses the need for mentoring and development. |
| Assess Performance | Upon completion of each session, the students will complete a behavioral assessment. |
| Enhance Retention and Transfer | At the end of each session, the course leader will enhance retention and transfer of skills back to the job while also mentoring the participants. |
asdfasdfadsf
Conclusion
In order to meet the needs of its clients, CAI is developing a course to teach Microsoft Project 2007. The approach includes three learning theories: first, transformative learning theory will enable the participants to make the journey to a new career; second, cognitive learning theory will help the participants learn how to learn; and third, behaviorist learning theory will ensure that the participants actually learn a new skill. These three learning theories will also be closely connected to phase theory of development, which will ensure that the transitions necessary for adult learners are met. The combination of these four theories creates a strong program to ensure the success of its participants.
References
Daloz, L. A. (1999). Mentor: Guiding the Journey of Adult Learners. San Francisco: Jossey-Bass.
Gagne, R. (1985). The conditions of learning (4th ed.). New York: Holt, Rinehart & Winston.
Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Recent Comments