How to Accelerate the Learning Curve
How to Accelerate the Learning Curve
Step 1
Given a needs analysis and a set of learning objectives, draw a graphic representation of the amount of training time required for each subset of learning objectives. For example, if a training program on the topic of meeting management was determined to require one day of training per six learning objectives, and there are a total of twelve learning objectives to attain (broken into four subsets of three learning objectives each), the graphic representation would look something like this:
Thus, the expectation is that it would take two days to attain the twelve learning objectives. This would be the norm.
Step 2
The training manager convenes an LCAP team to determine if there are options for reducing the training time while maintaining all twelve learning objectives. This team is composed of an instructional design expert, a trainer, an expert practitioner, and a training supervisor. All of these people would have been initially involved in the project (conducting a needs analysis and determining the learning objectives). They will continue until the training program has been delivered once, evaluated, and modified, if necessary.
Step 3
The LCAP team brainstorms a list of actions that they believe will enhance learning outcomes or decrease training time. The emphasis of the brainstorming is to increase learning efficiency without negatively impacting learning effectiveness. An LCAP team brainstorming, ways to improve learning efficiency for the meeting management training program might develop a list that included the following:
1)use concert review,
2)place some or all of the program on the Web,
3)use learning games,
4)develop a self-study package,
5)use concert preview,
6)conduct training off-site,
7)use peer teaching,
8)base participation on self-nomination only,
9)use chat rooms,
10)use bulletin boards,
11)provide a set of job aids,
12)use learning teams,
13)incorporate instrumented learning,
14)use video feedback,
15)provide a learner’s manual of behavior lists only,
16)sing a welcoming song to all learners over the telephone,
17)encourage mind-mapping among learners,
18)decorate the training room,
19)conduct meetings with learners’ supervisors,
20)incorporate learning expectations into performance appraisals,
21)print any hard copy learning materials on colorful paper,
22)incorporate pre-readings for learners,
23)establish humor as a training room norm,
24)use storytelling,
25)use streaming video,
26)overuse reinforcement during training,
27)design for audio, visual, and tactile learners,
28)use simulations,
29)incorporate ice-breakers and energizers,
30)use joly sheets,
31)provide audio reinforcement tapes,
32)use role plays,
33)use short lectures,
34)develop a learning center,
35)incorporate behavior modeling, and
36)use mnemonic devices.
Step 4
The list brainstormed by the LCAP team is divided into categories to allow for further analysis. One set of categories might be course design, training materials, instructional methods, use of appropriate technology, reinforcement methods, evaluation, and transfer of training. From the list of brainstormed items in step 3, those that would fit in the “use of appropriate technology” category would include:
1)place some or all of the program on the Web,
2)use chat rooms,
3)use bulletin boards,
4)use video feedback,
5)sing a welcoming song to all learners over the telephone,
6)use streaming video, and
7)provide audio reinforcement tapes.
Step 5
The LCAP team develops a set of criteria for deciding which brainstormed items or actions should be used. The set of criteria provides an objective approach to decision making. The set of criteria might vary slightly from training program to training program, but would generally include criteria such as these:
1)cost per learner,
2)availability of technology,
3)geographic dispersion of learners,
4)learner skill at using technology,
5)trainer skills,
6)learner skills at learning independently,
7)availability of learners,
8)amount of gain in knowledge or skill,
9)impact on organization, and
10)organizational culture acceptance.
The next thing to do is set a range of scores to use when applying the criteria. A simple but effective way is to use a scale of 1-low, 2-medium, and 3-high. From step 4, the criteria could be applied to the seventh item, “provide audio reinforcement tapes.” Applying the criteria could look something like this:
1. cost per learnerlow3*
2. availability of technologymedium2 (tape players)
3. learner dispersionhigh3
4. learner skillhigh3
5. trainer skillhigh3
6. independent learninglow1
7. learner availabilitylow3*
8. learning gainmedium2
9. organizational impactlow1
10. culture acceptancemedium2
TOTAL SCORE23
The scoring for items 1) and 7) is reversed because the lower score is actually the higher evaluation.
This same analysis is performed on all the other items in the technology category. The highest scores indicate the best options.
Step 6
Once all the items (actions) have been chosen, a plan for implementing those actions must be developed. Assigned accountabilities for every final item on the list must be determined. These will all fall upon the instructional designer, the trainer, and the training supervisor because they will be the most familiar and best skilled at all the action items.
Conclusion
Learning curve acceleration assumes that there are behaviors that can have an impact on an individual’s or team’s learning efficiency. By using LCAP teams, those behaviors (actions) can be identified and put to use.
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