Preparing Facilitators: Learning and Cognitive Assessment in the Workplace - Essay Example

Running head: Preparing Facilitators Preparing Facilitators: Learning and Cognitive Assessment in the Workplace byline) (Affiliation) Preparing Facilitators: Learning and Cognitive Assessment in the Workplace In the 1999 White Paper, Learning to Succeed, the UK government asserted that, "In the information and knowledge based economy, investment in human capital - in the intellect and creativity of people - is replacing past patterns of investment in plant, machinery and physical labour." (DfEE, 1999, p.12) However, a recent report from the National Skills Task Force highlighted the serious problems which workers face in gaining access to qualifications despite the fact that employers provide, on average, 10.5 hours of training per thousand working hours. (NSTF, 2000) From these statements we may safely surmise that the desire to invest in workplace learning programs is possibly of secondary importance to the delivery methodology and assessment techniques utilized. This paper will examine four common delivery methods for workplace cognitive development (facilitation, coaching, behavioral rehearsal and feedback) and one primary assessment tool. Facilitative training is a closely controlled information passing technique with defined participant roles (facilitator and trainees). Training sessions are typically held in a seminar format with multiple participants guided by a succinct agenda under the direction of a facilitator. This method is most effective for introducing new material to learners operating from the same knowledge base - for example, reviewing workplace policies with newly hired employees. Facilitative training begins with an overview of its purpose and a clarification of the training goals. The subject matter is then presented to participants and includes opportunities for discussion or question and answer periods which validate learning and goal achievement at an established pace. The role of the facilitator, who may or may not be a subject matter expert, is to clarify and attain learning goals, maintain order, create a comfortable environment that encourages open communication, ensure accuracy of information provided, gather information from learners and provide closure on punchlist items (those issues that arise which cannot be addressed during the session). Unlike facilitation, coaching is generally a more informal, individual and hands-on method, which involves a learner and a mentor. Research by Eraut et al (1998, p.48) has shown the importance of informal learning in the workplace and highlights that knowledge is "held by individuals" from whom other people need to learn. The coaching process entails defined goals, explicit step-by-step instructions given by the coach to the learner, technique demonstration by both coach and learner, review of the instructions followed by organized practice and concludes with feedback from the coach regarding learner's goal attainment. The role of the coach, who is likely to be a subject matter expert, is to ensure that each learner grasps both the subjective and objective aspects of the training. This ensures that when necessary, critical methods are employed by the learner (for example, patient case records are accurately completed) but individual work preferences can be recognized (for example, patient records may be completed during the course of treatment or after treatment is concluded). Behavioral rehearsal training is designed to be a simple, short, structured and skill-specific process that applies Albert Bandura's Social Learning Theory through peer observation, feedback and practice. Social learning Theory focuses on the learning that occurs within a social context and considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. (Ormrod, 1999) That is to say, people can learn by observing the behaviors of others and the outcomes of those behaviors. The process of behavioral rehearsal entails: stating a purpose, describing a skill and scenario, modeling the skill, practicing the skill, coaching the learners through eliciting suggestion and specific direction and concluding the rehearsal with a summary of observations. The key to behavioral rehearsal is to spend twice as much time processing the skills as was spent practicing them. The feedback technique involves giving both positive and negative feedback in a spirit of collaboration and mutual trust. It is critical that participants in a feedback session avoid explaining, disavowing, agreeing or disagreeing with commentary shared. The most positive method for providing feedback is as follows: asking for permission to provide feedback, providing positive comments through positive reinforcement statements ("I liked how you personalized the reference tools during your practice session") and providing suggestions for improvement ("How about writing the instructions for the task on a chart"). In all stages, the learner responds with a simple "Thank you" regardless their concurrence with the statements made. Designing, implementing and completing workplace training is only the first half of the equation. Critical to the success of any learning endeavor is the teacher's and learner's ability to measure competence. Eraut states, "[competence is] the ability to perform the tasks and roles required to expected standard." (Eraut, 1998, p. 129) As such, the goal of every workplace training program is met - the learner gains key cognitive abilities that are repeatable over time and meet or exceed established performance guidelines. Additionally, each training program and facilitator can be analyzed for effectiveness through the monitoring of the learners' performance. For example, a course designed to teach medical lab technicians how to analyze tissue samples for bacteria can be assessed by reviewing the methodology error rate of those trained under the program. Identified training gaps can then be utilized to adjust the training program to reduce the error rate and then re-assessed. The table below summarises different strategies that have been, and are being, used to measure the quality of workplace training and by association, the effectiveness of any given methodology. (Armstrong, 2000) Table 1. Strategies for Assuring Quality Focus How Who Why Fitness for purpose Specification of Mission Aims Objectives Learning outcomes Organisation (self assessment) To establish market position To derive evidence of success and achievement To ensure customers are satisfied Industry standards Specification of minimum standards Industry experts To ensure that provision meets national or global standards. To achieve a kitemark Best practice Benchmarking Researchers Organisation (self assessment) Comparisons with those known to provide best practice Accountability ('Best value') Specification of performance indicators for efficiency and effectiveness Central government Funding bodies Auditors Inspectors To demonstrate value for money To demonstrate effectiveness To summarize the chart in layperson's terms, there are several characteristics of effective evaluation: objectivity, identification of important training elements, fit with organisational philosophy, identifiable and accessible evaluation measures and focus on both outcomes and processes. An effective evaluation program should ask and answer some key questions for the facilitator, learner and assessor: what is the purpose of the evaluation, what should be evaluated, what are the sources of evaluation information, what are the methods for gathering information and when should the evaluation be completed In conclusion, there are unlimited workplace learning and cognitive assessment methods available yet the most successful ones have a fundamental cookie cutter approach: marrying the process with the need and installing an ongoing objective assessment technique. References Armstrong, Paul (2000). Never Mind the Quality, Measure the Length, Working Papers of the Global Colloquium on Supporting Lifelong Learning [online], Milton Keynes, UK: Open University. Available from http://www.open.ac.uk/lifelong-learning [Accessed: March 2006]. Eraut, M., Alderton, J., Cole, G. and Senker, P. (1998). Learning from other people at work, Learning at Work, Bristol: The Policy Press. Felstead, A. and Unwin, L. (1999). Funding Systems and their Impact on Skills, Skills Task Force Research Paper 11, DfEE. Gallacher, Jim (2000). Work-based Learning: the implications for Higher Education and for supporting informal learning in the workplace, Fiona Reeve, Glasgow: Glasgow Caledonian University. Ormrod, J.E. (1999). Human learning (3rd ed.). Upper Saddle River, NJ: Prentice-Hall. Read More