It is difficult to find a definition of the term “change management” in the literature. Any transformation, both personal and organizational, necessarily includes a learning process. Buchanan and Hajinsky defined learning as "the process of acquiring knowledge through experience leading to behavior change." And Cameron and Green argue that "learning is not only the acquisition of knowledge, but the application of them by transforming the world." In this regard, the learning model developed by Kolb in 1984 will be useful. You can view it in the context of other change management models through .
How Adults Learn
- Activity
- Thinking
He found that people learn in one of four ways:
- through experience
- through observation and reflection,
- through abstract conceptualization
- or through active experimentation
Based on this, Kolb developed a repetitive cycle necessary for acquiring new skills:
- Concrete experience - getting the result of an action, stuffing cones
- Reflective observation - reflection on experience
- Theoretical concepts - comes to a conclusion, plans changes
- Application in practice - experimental verification
Many specialists use the Kolb cycle as the basis for Action Learning. In this regard, you should definitely get acquainted with the approach of the same name,.
Types of adults
Kolb believes that different people start learning at different stages of learning. This is the basis of the typology of people in terms of approaches to learning.
- Activist - starts with concrete experience
- Thinker - starts with reflection
- Theorist - starts with an analysis of existing approaches
- Pragmatist - start by knowing how it will affect them
It should be noted that people do not choose on a conscious level from which stage to start. They are hostages of their approach (behavior model).
We talk about this and other features of leaders, drivers, catalysts for change during the business seminar.
In order to determine what type a person belongs to, E. Cameron and M. Green propose to answer the following question:
“If you were writing a book about change and wanted to convey as much knowledge as possible to future readers, you would need:
- conduct an experiment (activist);
- a sufficient number of questions for reflection (thinker);
- scrutinize various models (theorists);
- illustrate your thoughts with examples and include useful tools, techniques and applications (pragmatist).”
Due to its practicality, the flask approach underlies most modern and.
Approaches to adult learning
“I hear - I forget. I see - I remember. I do – I understand.” (Confucius)
The above quote reminds me that everything new is, to some extent, forgotten old. And yet... Learning, like any process of change, is complex and requires a diversified view of the problems of transformation. Therefore, it is important to understand the features of different models and approaches to adult learning. On the site in "" you can get acquainted with:
- R. Revans drew attention to the role of experience and reflection, feedback in the process of teaching adults
- “ ” - the Gestalt approach to learning is clearly revealed through a combination of the parameters of awareness and competence
- “ Peter Bremley presents the learning process outlined in the previous paragraph, expanding it from four to six points
- – Bateson describes learning as a process of knowing oneself
- - a specific teaching method proposed by G. Mintzberg on the basis of modern achievements in the field of adult education.
You can get acquainted with other views on employee training, development of managerial skills, specific tips and tricks in the constantly updated.
Comparison of employee typologies in relation to change
An employee's typology characterizes his attitude to change and determines his behavior.
The typology of D.) is based on the attitude of people to deadlines when setting goals and collective activities.
Typology F.) shows the difference between what people say and do.
E.) shows how people differ in their reactions to everything new and how quickly they are ready to accept it.
The typology is based on people's preferred sources of energy, ways of obtaining information and making decisions, as well as lifestyle.
Kolb's learning cycle divides people into activists, thinkers, theorists, and pragmatists. They characterize what people begin to learn (change).
Divides people into types of reaction, without revealing its causes. And probably, for a practicing manager, this is a very convenient tool, because. Yet the organization is not a psychoanalytic office.
This article is the first in the "Creating Trainings" series. In this series of articles, we will consider in turn the methodology for creating a training from scratch. The first thing we should start with is to figure out how adult learning generally takes place.
The content of the article:Let's figure out what is the difference between the so-called "adult learner":
- This person is aware of himself as an independent, self-governing person.
- An adult learner has already accumulated his own life experience in his life, which becomes a source for both self-learning and teaching colleagues.
- The motivation for learning an adult is determined by his desire to solve any of his own life problems with the help of learning.
- An adult learner (in the presence of motivation from paragraph 3) seeks to immediately put into practice the acquired knowledge
- Educational activity is determined by temporal, spatial, professional and other factors (social, domestic, etc.)
A small lyrical omission about the remark in paragraph 4 - at trainings it is necessary to distinguish between - a person came to you on his own (motivated to study), or he was driven out by the leadership "under pressure". We will talk about the features of working with each of the types of participants in other parts of this series of articles. For now, let's return directly to the trainees and their teaching methods.
Surely many have heard about the existence of a learning model, the so-called Kolb cycle. If you have heard about him, then you can skip reading further and move on to the next articles in the cycle. For those who want to learn more about the Kolb cycle, read on.
Model Kolb (David Kolb)- a theory according to which there is a gradual formation of mental actions in adults. The Kolb Cycle is a four-stage, empirically derived cycle that shows how any of us learn. The tenet of Kolb's theory is that "immediate or concrete experience" is the basis for "observation and reflection." These "observations and reflections" turn into "abstract concepts" that provide new meaning to active actions that can be "actively tested", which in turn again provides a new experience. And so in a circle.
The loop itself can be written as follows:
- Specific Experience (KO)
- Thought Observations (MN)
- Abstract Conceptualization (AK)
- Active Experimentation (AE)
Combining the various stages of the cycle results in four distinct learning styles:
- Suspension (KO\MN)
- Assimilation (AK\MN)
- Convergence (AK\AE)
- Fixture (KO\AE)
Why do we, as methodologists (or trainers) developing new programs, want to understand the Kolb cycle?
Well, first of all, because it really works. That is, training based on the Kolb principle really allows you to transfer skills and knowledge to adults. And secondly, it allows you to build the structure of the training (training).
Below is a learning scheme based on Kolb's theory:
- Motivation of participants (10% of training time)
- Consolidation and repetition of the past (20%)
- Learning new material (50% of the time)
- Evaluation (10%)
- Summing up, debriefing (10%)
Motivation.
Motivation is the initial stage of the training, which is designed to focus the attention of participants on the topic being studied, to interest them, to show the need or benefit of obtaining material. The effectiveness of students' learning of the material largely depends on motivation. At trainings, the role of such motivation is played by cases on the problematization of participants - that is, the representation of the lack of necessary experience for a participant in solving any problems. (for sales training, this could be an exercise in selling a product to a trainer, where the trainer clearly shows a deficiency in some skill).
Consolidation and repetition of the past.
Consolidation is an important stage of training, which not only increases the overall efficiency of mastering skills and knowledge, but also forms in the minds of the participants a consistent logical structure of knowledge and methods studied during the training, and not just a scattered scattering of knowledge.
If you have already practiced conducting trainings and you had participants who love logic - in the absence of this block, they instantly become difficult participants - so why create problems for yourself if they can be avoided - simply by writing in your training a small block to repeat what has been passed .
Learning new material
The study of new material is the main stage of the training, at which participants acquire the knowledge, methods and skills that are necessary to solve the problems used in the motivational block. When studying, the main thing to remember is the Chinese proverb "I hear and forget, I see and remember, I do and understand."
Evaluation
At this stage, it is necessary to evaluate how the participants have acquired knowledge, methods and skills. At the same time, the assessment should be flexible, visual, unbiased and fair. Only in this case it will act as an incentive to continue learning, otherwise the assessment may become a demotivator for the participants. Evaluation can be both team and self-evaluation, evaluation by the coach, etc.
Debriefing
Debriefing is summing up the results of the training. At this stage, the trainer collects feedback - what was effective at the training, what was not, collects comments and, as a result, summarizes what has been covered and motivates for further independent and deeper study of the material on the topic.
It should be noted that training can be built (and more often it is done) according to the principle of nesting - first there is a general problemmatization of participants, and then inside the "learning new material" block there are several additionally nested Kolb cycles (mini-problemmatization, study, evaluation, debriefing ), followed by a final assessment and a final debriefing.
At trainings for trainers, I am sometimes asked the question “Nadezhda, what do you think about the Kolb cycle, do you use it?”. This theory describes the internal process of "laying" knowledge based on experience in an adult. "As a central tenet of his theory, in which 'immediate or concrete experience' is the basis for 'observation and reflection'. (source - wikipedia)
The model is elegant in theory. However, modern business coaches had to deal with generation Y. Let me remind you that the theory of generations was discovered by Neil Howe and William Strauss in 1991.
And then the Kolb cycle, goodbye!
Who are the Y (Greeks) or Millennials (born 1984–2000)? Born during the collapse of the USSR, terrorist attacks and military conflicts, they were first captured by digital technologies. Mobile phones and the Internet are their usual reality. The Age of Brands. Values: freedom, fun, the result as such. Naivety and the ability to obey are not alien to them. The value system of this group also includes such concepts as civic duty and morality, responsibility. For Generation Y, immediate gratification comes to the fore.
The problem is that business coaches are not all "Y-born", for example, I am from generation X. Therefore, sometimes there are "translation difficulties" and learning. In 2010, I conducted a project with Toshiba, so I had young guys 18–23 years old at the trainings. Active, fast, they need "everything at once." I had to “speak the same language with them”, as they quoted the series “Interns” and were in the trend of the latest innovations.
Game learning features:
- Many of them simply do not have the work experience to rely on according to Kolb's theory. But as they say, experience is a gain. However, they want immediate results, and have inflated ambitions.
Coach advice: Prepare an intrigue at the beginning of the training, create a fun atmosphere and in the first 20 minutes “import” the experience of a positive result from them.
- Generation Y - people of recognition and quick results, pictures and short texts. They are active and inquisitive, but it is difficult for many of them to build logical chains, collect data, that is, dive deeply into the material being studied. Generation Y are the children of the "information explosion" associated with a sharp jump in the development of the Internet.
Coach advice: In training such people, you should not use the usual approaches in the form of lectures and seminars.
It is necessary to give material cleverly packaged in “pictures”: mental maps, good bright presentations, use the principle of “metaphors” in the training. It is easier for them to see the "external picture" than to delve into the meaning. The Infographics method in training is my personal novelty in the School of Trainers.
- "Game players" are oversaturated with information. They have a lot of superficial horizontal knowledge for all occasions. Therefore, they learn quickly and have creative potential. Creating custom solutions is their forte.
Coach advice: Include brainstorming sessions and various methods for creating creative solutions in your trainings. Let them unleash their creative energy. Mark them, non-standard solutions. Conduct the training “Creativity in solving business problems” and you will be respected as a trainer.
6.3. Cyclicity of the learning process
General characteristics of the training cycle
All labor processes, for example, production, operational, technological, are divided into cycles. Where they are expediently singled out and substantiated, it is possible to manage labor processes on a scientific basis. It is obvious that such opportunities are contained in the educational process. Any work, including the joint work of a teacher and students, is carried out in a certain environment and time. Therefore, the educational process, like other processes, must have its own cycles.
In didactic literature, the terms are used - "links of the educational process", "stages of the learning process", "stages of cognitive activity", "phases of the learning process". In this regard, the question arises: is it legitimate to use another term, “cycles of the educational process” together with the concepts of “links”, “phases”? If so, how to distinguish between the concepts of "cycle", "stage", "link", etc.? We will get the correct answer to this question when we take into account the essence of a two-pronged process: teaching is learning, realized in pedagogical reality through communication. At the same time, one should keep in mind not only the procedural, but also the activity characteristic of didactic interaction. “Cycle” is a more general concept than the concept of “link” and “stage”, since the latter are part of the former. We can talk about the stages of assimilation of educational material, the stages of planning, organization, control of the didactic cycle, etc. But this concept is not logical in relation to didactic interaction, which arose as a term in the development of questions of a systematic approach to pedagogical phenomena.
So, for example, in his study on concretizing the didactic idea of the course of the learning process (see the chapter "Stages of the teacher and students in the learning process" in the book "Issues of methods and organization of the learning process". M., 1982), V.S. . Tsetlin substantiates three stages of the learning process, two of which are included in the so-called lesson phase, and the third is the non-lesson phase. These stages, according to the author, differ in the goals of the teacher and students, in the completeness of the system in which a fragment of the content of the educational material appears, in the nature of its connections with life practice, and in what means training is carried out at this stage.
The first stage is, according to the author, the organization and self-organization of the application of content in educational practice; the activity of the teacher is aimed at creating the most favorable conditions for familiarizing students with a fragment of the content of the educational material. The second stage brings students to direct participation in the life of society by applying learning situations that are as close as possible to life: the teacher's activity is aimed at assimilating a fragment of content to the level that is necessary to use it in life. Finally, the third stage is the stage of organization and self-organization of the application of content in the life practice itself; The teacher's activity is now aimed at the direct inclusion of students in the forms and types of activity necessary for society and for the individual himself (his full life and all-round development). Communication with life at this stage is personal in nature, students gain direct experience of work and behavior in society.
Note, however, that the indicated stages are strictly tied to the fragments of the content of the educational material, and not to the mechanism of the learning process itself. Therefore, their differences in terms of the goals of the teacher and students, the completeness of the system of their interaction remain, most likely, a declaration and do not reveal the essence of the learning acts themselves.
The educational process is the didactic interaction of teaching and learning. The mechanism of this interaction is the communication of the subjects of teaching and learning. Through didactic interaction, mutual understanding and self-awareness of the participants in this process are generated, and correlational changes in self-regulating systems occur. These changes are the result of an act of didactic interaction and, at the same time, the ground for the further movement of teaching and learning. The beginning of one act is a consequence of the previous one, its completion is the cause of the next one. We call this result microresult teachings. microresult - these are quantitative changes that occur in the educational and cognitive abilities of the student.
In the educational process in the course of mastering the educational material And the accumulation of experience in educational and cognitive activity, there is a transition from quantitative changes in the composition and content of the student's educational activity to its qualitative transformation. This transition from the quantitative accumulation of knowledge to the qualitative transformation of the student's readiness to solve learning problems at a new level of complexity, in new situations, is cyclic learning.
A cycle is a set of certain acts of the educational process, the result of successive micro-results of learning.
There are certain mutual intervals between cycles. The movement from one interval to another is a kind of learning leap. This is a new state of the student as a subject of teaching, as a person as a whole. The result of individual cycles is already the macro-result of the teaching, these are the qualitative changes that have occurred in the student as a person. The main indicators of the cycles of the educational process are purpose, means and result.
The goal is an indicator of the cyclicity of training
A goal is a predetermined and planned result. Its achievement requires conscious, purposeful human activity. The goal and goal-setting activity are elements of the same process, the process of achieving the intended result. It is not invented, but dictated by the requirements of a developing society. The choice of the main goal determines the means of achieving it: methods, methods of school work, teachers.
The first and very important indicator in studying the cycles of the educational process is the specification of learning objectives. The super-task of the teacher in terms of this concretization is the understanding of learning as the management of the development of schoolchildren.
In the pedagogical literature there are many interesting, original considerations that create the basis both for studying the goals of education and training in a broad scientific and prognostic plan, and for specifying them by the teacher in his daily practical pedagogical activity. So, for example, in the works of N.F. Talyzina (see Formation of cognitive activity of students. M., 1983; Theoretical foundations for the development of a specialist model. M., 1986, etc.), two levels of analysis of learning goals are distinguished. First - specification of learning objectives for macro level: at this level, the goal of learning is determined by the socio-historical, economic conditions in which a person lives; the specific capabilities of the student at this stage of education; the nature of the tasks for which he is preparing; second - microanalysis goals in learning: at the level of microanalysis, the goal of learning should be brought to an indication of specific types of educational and cognitive activities that need to be formed, and their characteristics - the degree of generalization, the level of automation.
The formulation of the global goal of the system, the construction of a hierarchy of its sub-goals ensure the correct choice of means, methods and organizational forms of training, the choice of norms, the pace and sequence of the presentation of educational material. Global or general goal- this is the comprehensive and harmonious development of the younger generation, the creative self-development of the individual, the formation of a citizen of a legal democratic state, capable of mutual understanding and cooperation between people, peoples, various racial, national, ethnic, religious, social groups, a citizen-patriot. The global goal reflects the order of society to the level of education and upbringing of students.
The second type of goals objective goals, which, in turn, are subdivided into general, subject-specific and private. All goals are implemented in close relationship with each other, formulated in terms of skills and tasks. General objectives relate to the subject that is studied throughout the entire period of study. Subject Specific Goals related to the tasks that the student must learn to solve as a result of studying this subject for one year. Private purposes- these are the goals of studying specific sections, topics of these subjects. An analysis of the work experience of teachers, especially teachers-innovators, makes it possible to single out four such specific immediate substantive didactic goals in each cycle of assimilation of educational material:
familiarization and primary consolidation of educational material;
actualization, reproduction of the studied and the formation of skills and abilities by applying it in educational practice at the reproductive and productive levels;
systematization of knowledge and skills based on their application in life practice;
control and accounting of knowledge and skills.
In accordance with the designated hierarchy of learning objectives, the selection of the content of education and the very technology of organizing students' learning activities should be carried out taking into account:
focus on the personality of the student;
large-block approach to the formation of the content of educational material;
differentiation of education, expressed in the allocation of compulsory and elective subjects;
formation of skills of independent research work.
Means - an indicator of the cyclicity of training
The second indicator in characterizing the cycles of the educational process as an integral system are means of education.
By teaching aids, we understand those material and materialized objects that the teacher, when presenting educational material, places between himself and the student.
The most important such means of learning is the learning task. Various types of learning tasks are used in teaching, corresponding to the indicated immediate didactic goals of the educational process. Learning tasks focus the creative and reproducing aspects of students' learning activities. Most experts in problem-based learning believe that the creative activity of students is manifested only during the initial study of educational material. In reality, the creative and reproducing activities of students, replacing each other and complementing each other in all cycles of the educational process, largely increase the efficiency and quality of education.
The result is an indicator of the cyclicity of training
The next indicator of the cycles of the educational process is the effectiveness. It is primarily related to the level of assimilation of educational material, the degree of training and education of students.
These are indicators of the cyclical nature of the educational process. Based on these indicators, namely the goals, means and effectiveness of training, four cycles of the educational process are distinguished.
initial cycle. The content of this cycle is the mastery of the general scheme of educational material and methods of its application. It takes up most of the study time. In this cycle, the study and consolidation of a new fragment of the content of educational material is carried out in parallel, sometimes together, by systematically involving schoolchildren in solving various levels of complexity and difficulty of educational tasks.
In the initial cycle of training, the following learning objectives are realized: a) students' awareness and understanding of the main idea and practical significance of the material being studied by analyzing the main properties and perception of the general scheme of this topic; b) mastering the ways of reproducing the studied knowledge and the method of their use in practice.
In the initial cycle of the educational process, the didactic interaction of teaching and learning is directed to the dismemberment, analysis of the main properties and features of the educational material. The contradiction between previously learned and studied, between everyday and scientific knowledge, between educational and cognitive tasks and the real learning opportunities of schoolchildren becomes the driving force of learning and development. This cycle of the educational process consists of three main stages: 1) preparing students for consolidation and perception, study of new educational material; 2) presentation and perception of a new fragment of the content of educational material with the help of the teacher's presentation (informative or problematic) or in the process of solving problematic problems, 3) control and self-control of the success of perception and understanding, as well as the primary consolidation of what has been learned. The system of learning tasks as a means of learning should provide in the initial cycle of learning: a) a comparative study by students of new ideas, concepts, theories with previously learned ones; b) formation in schoolchildren of a holistic view of the subject being studied, categories and patterns; c) the unity of training and development; d) parallel study and consolidation of educational material.
The main parameters of the effectiveness of training in its initial cycle are: 1) independent reproduction of what has been learned; 2) confirmation by facts of new knowledge; 3) differentiation of the main features of educational material; 4) readiness to solve typical problems.
This initial learning cycle is very clearly visible in the experience of the work of innovative teachers - S.N. Lysenkova, N.P. Guzika, B.F. Shatalova, I.P. Volkov and others.
Second cycle. It includes the repetition of the general scheme of the educational material and the development of the method (methods) of its application. The main goal of this cycle is the concretization, expanded reproduction of the studied knowledge and their clear awareness, full mastery of the method (methods) of applying this knowledge in educational practice of an intra-subject nature. The didactic interaction of teaching and learning is directed to the collection and analysis of facts on a given topic. In the second cycle, the teacher should direct the attention of students to resolving such contradictions as the contradiction between knowledge and the ways of its application, the contradiction between knowledge and the formation of skills and abilities. These contradictions and their reasonable resolution are stimulants and factors in the transition from one level of assimilation to another, from less specific knowledge and skills to more specific knowledge and skills. This cycle consists of the following main steps:
reproduction of the general scheme and method of applying knowledge;
application of knowledge in practice in a situation of an intra-subject nature and the formation of skills and abilities;
analysis of previously unconscious properties of educational material (cumulation or extended reproduction of what has been learned).
Learning effectiveness in this cycle is measured by the pace of the rapid transition from knowledge to facts, from facts to knowledge, the quality and speed of solving educational problems.
Third cycle. The main content of this cycle is systematization, generalization of concepts, generalization of skills, use of the content studied and assimilated in life practice both with the direct help of a teacher and independently. The didactic interaction of teaching and learning is aimed at comparing learned concepts and acquired skills. When organizing a specific educational and cognitive activity of schoolchildren, interconceptual and interdisciplinary learning tasks are used that model life situations, including interdisciplinary ones.
An indicator of the effectiveness of training in this cycle are: 1) independent finding by students of new ways of solving problems and tasks; 2) application of knowledge in unexpected situations and circumstances.
Final cycle. The results of previous cycles are checked and taken into account with the help of control and self-control of the success of educational practice. In this cycle gaps in knowledge and weaknesses in skills are identified. The ways of further work on the learned topics and sections of the subject are outlined.
The selected cycles of the educational process are clearly distinguishable. Each cycle contains new qualities, aspects, properties of the studied concepts and categories. They allow you to open new areas of activity of the teacher and students with educational material. The cycles of the educational process are a spiral, in each turn of which all aspects of the educational process are reflected; goal - teaching activity - means of teaching and learning - learning activity - result.
Cyclic analysis of the educational process allows you to simultaneously identify its procedural features as an integral system. They boil down to the following.
First Feature . The educational process is the interpenetration of teaching and learning, their unity. Changing one of them affects changing the other. In the course of training, a coordinated didactic interaction is born between these components.
The mutual consistency of the components ensures the functioning of the educational process. Harmony between these components, achieved in the course of communication between subjects of activity, is one of the main ways to increase the effectiveness of training. It is also one of the main requirements for learning management.
The second feature educational process is its dynamism. Dynamism is the cyclical movement of learning over time. In the interaction of teaching and learning, the content of education as an object of activity and at the same time as one of the means of this activity passes from one state to another. This transition does not occur in a straight line, but in a spiral. The spiral nature of the process gives rise to its cyclicity. The cycles of the educational process are managed in accordance with certain didactic learning objectives. The smooth transition from one cycle to another is the next requirement for learning management.
Third feature of the educational process lies in the fact that it is impossible to immediately assess how schoolchildren perceive this or that information, what internal processes occur as a result of the assimilation of educational material, what external and internal, random and planned factors affect learning. In the educational process, there may be some deviations from the planned. To reduce, to overcome the probability of deviations, the emphasis is on the main thing. This is the first rule which should be taken into account in the management of learning. For the sake of achieving the main thing, some compromises are allowed between the accidental and the planned, between the achieved and the desired. This is the second rule. When the teacher correctly determines the main direction, the main goal of each act of pedagogical interaction and influence, then the probability of deviation from the normal decreases, and compromises are limited.
The purposeful organization and management of learning by the teacher is, first of all, the knowledge and ability to imagine in various learning situations the varieties and mechanisms of educational and cognitive activity of students, its products, the ability to correctly formulate goals and measure their achievement, to provide both external and internal regulation communication.
Stages of the model (cycle) Flask
Today, in the field of adult education, there is a need to improve the learning process. Since the 80s. In the 20th century, researchers in the field of foreign psychology (D. Kolb, P. Honey, A. Mumford and others) began to pay attention to the study of the individual specifics of intellectual processes. Models were created that made it possible to improve the learning process.
One such model of adult learning and development is the Kolb cycle. Adult learning psychologist David Kolb presented the learning process as a cycle of experience, reflection, and, as a result, action.
The main stages of the model (or cycle) D. Kolb (Fig. 2.4.1):
- 1) direct experience (Concrete experience) - everyone already has experience in the field or area in which they want to gain knowledge;
- 2) observation and reflection, or mental observations (Observation and reflection) - reflection and analysis of existing experience and knowledge are carried out;
- 3) the formation of abstract concepts and models, or abstract conceptualization (Forming abstract concepts) - models are built that describe the information and experience received. Ideas are created and new information is added about how things work;
- 4) active experimentation (Testing in new situations)- experimentation and verification of the created model or concept. The result of the stage is a direct new experience. Then the circle closes.
Rice. 2.4.1.
D. Kolb's learning model describes how experience turns into concepts, which are then used to select new situations. For effective learning, it is necessary to be either an observer or a participant, to move from direct participation to an objective view (Table 2.4.2).
Characterization of the stages of the Kolb cycle model
Table 2.4.2
|
Stage name |
Characteristic |
|
direct experience |
May be planned or accidental |
|
Observation and reflection |
Active reflection on experience and its meaning |
|
Formation of abstract concepts and models |
Summarizing lessons learned to develop different concepts or ideas that can be applied when similar situations arise |
|
Active experimentation |
Testing concepts and ideas in new situations, resulting in new concrete experiences. The cycle starts again |
D. Kolb noted that different people give a clear preference for different behavior - practical actions or theorizing. Most of the time, a person learns in one of four ways: direct experience, observation and reflection, the formation of abstract concepts and models, and active experimentation.
The teaching method assumes that the teacher and students become not only equal participants, but also partners who influence each other and fulfill their assigned roles. It can be assumed that students are characterized by varying degrees of readiness for active participation in the learning process and varying degrees of motivation to improve their own abilities. It should be noted that this method of teaching changes the requirements for programs, which should be aimed at creating such conditions under which each student can reach his full potential.
Based on the learning styles described, people can be divided into four types according to their preferred style: activists, thinkers, theorists and pragmatists (Fig. 2.4.2).
Activist Willing to learn new things and gain experience. He is in the center of events, has an active position and solves tasks right away. Thinker prefers to analyze what he has seen and passed, and then finds a solution, does not like haste. Theorist has logical thinking and is distrustful of intuition, prefers step-by-step execution of a task. Pragmatist likes to experiment, look for new ideas that can be immediately tested in real conditions.
Rice. 2.4.2.
It is very difficult to meet people who prefer this or that style in its purest form. Although each trainee has elements of all styles to varying degrees, it is the dominant elements that determine both the characteristics of the learning process and the reaction of the person himself to the methods and efforts of the teacher 1 .
Great potential for improving the system of professional training of personnel lies in the development of a new training model based on the cyclic model of the learning process proposed by D. Kolb.
The methodology for conducting training on the Kolb cycle is shown in fig. 2.4.3.
4th stage. Advantages and Disadvantages of Kolb Cycle Training
Rice. 2.4.3.
At the first stage the organization is analyzed from the point of view of staff training. Currently, personnel with practical experience, theoretical knowledge, professional level, personal qualities, intellectual abilities is the capital of the organization. The action of external and internal factors means an increase in the requirements for the ability to effectively plan and implement professional training of personnel, which results in professional, intellectual, creative abilities, desire and readiness to improve the existing qualification level.
At the second stage there is a study of modern methods of personnel training and the choice of a priority method. Let's remind them. secondment- one of the types of employee rotation, more precisely, secondment of personnel for a certain time to another structure to master the necessary skills. This method can be internal or external. Budding- assistance, support and protection of one employee to another in order to achieve results through the transfer of developing information. It is used to train personnel in the process of adaptation, improve the efficiency of ongoing innovations and optimize data exchange between structural divisions of the organization. shadowing- a method of teaching those who are just going to come to work in the organization - university graduates. The organization gives the graduate the opportunity to be the “shadow” of one employee for two days - this is how he observes and notes moments during work.
The characteristic of Kolb's cycle learning method is given by at the third stage. Since learning consists of repetitive steps, it is important to note that one cannot learn by studying theory or listening to lectures. Training will not be effective without confirmation of new actions by analysis and debriefing.
At the fourth stage the advantages and disadvantages of the teaching method are analyzed. The method is focused on obtaining practical skills, it involves the active position of students, taking into account their experience. It allows you to take into account the right of staff to make independent choices, for example, to accept or not to accept new methods of work, to take into account the need to justify the need to study new information for staff and combine new knowledge with existing life experience. The requirement of a practical orientation of training is also important.
The tear-off point of learning is the acquisition of direct experience, which provides data for observation and reflection. By systematizing new information and combining it with a system of existing knowledge, the student independently forms abstract concepts and models. This new knowledge is a hypothesis that is tested through active experimentation in imaginary, simulated and real situations.
The use of the Kolb cycle in training is described at the fifth stage. To obtain (generalize) the personal experience of employees, the method of demonstrating educational films and presentations is used, for example, watching video tutorials for the personnel of the “Time to Grow.RF” project.
Then, at the stage of analysis, comprehension of experience, an analysis of video materials and presentations is carried out. Under the guidance of a trainer, students analyze and summarize information, independently form definitions and interconnections of key concepts and terms. At the same stage, an analysis of one's own experience of practical work in this area takes place.
Further, during the lecture, the knowledge of employees is systematized and expanded, after which the trainees are invited to complete a number of practical tasks (cases), which are logically connected with the following video material. For example, after solving the task “How to deal with customer objections when they say that “nothing is needed” or “already working with another company”, employees are shown a video about the secrets and tricks of selling products and providing services.
When analyzing video material, students compare the results of the completed task with real-life actions, and discuss the process.
When planning the training and development of personnel, it must be taken into account that employees will strive for different learning styles. Therefore, the teacher must build training in such a way as to interest them in passing through all four stages that together make up the learning cycle. It is necessary to include in the program tasks and methods of work that are attractive to all employees, help them use the strengths of their preferred learning style and compensate for the weaknesses, develop the skills of observation and reflection, the formation of abstract concepts and models, and support the desire for active experimentation.
At the sixth stage describes the planned results of staff training. Employees who have been trained increase their intellectual level, labor efficiency and effectiveness, reduce staff turnover, improve the psychological climate, increase the number of trained personnel, flexibility and willingness to learn during their working life, as well as increase loyalty to the organization, strengthen the corporate spirit, improve interpersonal connections between them, which also contributes to building a strong team.
A specialist in the field of management consulting R. Revans noted: “The organization (and employees) will flourish as long as the rate of its learning is higher (or equal) to the rate of change in the external environment”