Community-Based Action Research

What is Community-Based Action Research?

Stringer (2007) describes Community-Based Action Research (CBAR) as one model of Action Research (AR) that subscribes to a more democratic, empowering, and humanizing approach to inquiry as compared to its predecessor, AR.  CBAR embraces the assumption that the participation of stakeholders – those who are affected by the identified problem under study – should be active participants in the inquiry process.  For any solution to be fully successful, it is imperative that stakeholders themselves understand the nature of their problem, and that their understandings become inclusive in the active plans to resolve the problem (Stringer, 2007).  Since AR is foundational to CBAR, we begin by defining AR primarily as it differs from the more traditional scientific research.  We then follow with an explanation of how CBAR is an extension of AR, followed by a discourse of the advantages and disadvantages of CBAR.

Distinguishing Action Research (AR) from Traditional Research

Traditional scientific research is portrayed by Stringer as an inanimate fact-finding expedition that generates generalized hypotheses that may or may not be a correct basis for taking action.  In stark contrast, AR is a focused systematic approach to inquiry that is used as a means to produce localized solutions for specific problems encountered by individuals participating in any type of organized social setting.  The popularity of AR has increased today because of the excessive complexities and conflicts that have invaded the lives of employees and other organizational constituents.  The reality of modern complexity is its adverse effect upon the functional ability of organizational members, and in this way, impacting the effectiveness of the overall organization in achieving its goals.  It is in this vein that AR is used to systematically approach inquiry with the goal of formulating effective and permanent solutions (Stringer, 2007).

Community-Based Action Research (CBAR)

            As one model of AR, CBAR contains the basic framework of AR which consists of look, think, and act.  Look represents the gathering of information and building a visual from that information.  Think represents analyzing and interpreting what the visual implies; e.g., what is occurring and why is it occurring.  Act, is the implementation of the action plan and evaluation that results from look and think.  The cycle of observation, reflection, and action repeats itself, with each repetitive cycle revealing new revelation upon which the community builds, making changes when and where necessary (Stringer, 2007).   Gauld, Smith and Kendall (2010) suggest that adding an element of community participation to action research is more likely to produce what they characterize as an outcome that not only reflects the community involved, but one that the community accepts ownership of, thereby increasing its sustainability and success (Gauld, et al., 2010).

Advantages and disadvantages of CBAR

As community members collaborate with researchers, Gauld et al., (2010) describes a partnership between community and researchers that facilitates a process whereby the community proactively participates in identifying and solving its own problems.  Other benefits include the development and utilization of local resources, increased knowledge sharing, and a more empowered community (Gauld et al., 2010).  Estacio (2012) describes a self-liberating process that culminates in a new social reality that can be used to mobilize action.  Despite numerous advantages, there are also disadvantages that Estacio (2012) describes such as the prevalence for inter-organizational conflict often caused by different goals and objectives, cultural differences and misunderstandings,  lack of trust, and conflict of interest that results from the various roles undertaken by the researcher/facilitator (Estacio, 2012).


Conclusion

Community-based action research is a collaborative method for solving specific and targeted organizational problems. Researchers act as facilitators, empowering stakeholders to identify their own problems, generate knowledge through reflection about those problems, and follow through by developing their own action plans based upon the knowledge they have gathered.  The community is empowered as it learns to identify and solve its own problems, and the organization as a whole benefits as a result of a more functional community.


References

Estacio, E. (2012). ‘Playing with Fire and Getting Burned’: The Case of the Naïve Action

Researcher. Journal Of Community & Applied Social Psychology, 22(5), 439-451. doi:10.1002/casp.2106

Gauld, S., Smith, S., & Kendall, M. (2011). Using participatory action research in community-

     based rehabilitation for people with acquired brain injury: from service provision to  

     partnership with Aboriginal communities. Disability & Rehabilitation, 33(19/20), 1901-1911.

     doi:10.3109/09638288.2010.550382

Stringer, E.T. (2007). Action research third edition.  Sage Publications, Inc.  Thousand Oaks,

     CA.

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Understanding the Relationship Between Human Resource Management (HRM) and Human Resource Development (HRD)

Organization Synergist (OS)

Organization Synergist (OS)

Understanding the Relationship Between

Human Resource Management and Human Resource Development

Human resource management (HRM) is the umbrella under which all other human resource activities are found.  Some of the major activities under the umbrella are:  benefits and compensation, health safety and security, human resource planning, staffing, equal employment opportunity, and human resource development (HRD) (Werner, DeSimone, 2012).  Byars and Rue (2011) define HRM as, “Activities designed to provide for and coordinate the human resources of an organization” (Byars, Rue, 2011, p.3).

The Goals of HRM

The ultimate goal of HRM is to ensure that all human resource elements are being provided and are functioning effectively.  Whether the management function is accomplished in a centralized department, or decentralized throughout the organization, it is a responsibility that is shared by human resource specialists and line managers (Werner, DeSimone, 2012).  It is strategic in nature in that its policies and practices must be strategically aligned with the strategic goals and objectives of the organization.  Inasmuch as the management of human capital impacts employee performance and organizational effectiveness, HRM is directly related to the profitability of the organization.  What this means is that human resource managers must be well-rounded business-minded people who understand the complexities of the business world.  They must be active participants in the overall strategic planning of their organization, and have the interpersonal skills to develop healthy and cooperative working relationships with line managers (Byars, Rue, 2012).

Similarities Between HRM and HRD

Human resource development (HRD) is similar to HRM in that it too is directly related to employee performance and, therefore, organization profitability.  Werner and DeSimone describe the activities of HRD as activities that are intended to ensure that employees have the skills and competencies the organization needs to fulfill its goals and objectives in the present and the future.  Like HRM, the HRD function is a strategic function that requires specialists to be knowledgeable of the strategic plans of the organization, having the ability to work in concert with line managers, while functioning throughout an organization in a stand-alone capacity, or as a major function in a human resources department (Werner, DeSimone, 2012).

Differences between HRM and HRD

While the overall roles of  the HRD specialist are complex and strategic like that of human resource managers, many of their functions are more specialized and narrow.  According to Werner and DeSimone, the HRD professional works with strategic decision-makers to coordinate educational planning and training programs; they work with HR management in the design, development, and implementation of HR programs and intervention strategies.  They design and implement change strategies, and advise management on the efficient use of human resources.  As a learner program specialist, they identify, design, and develop learning programs, as well as selecting the appropriate learning materials.  They also function as learning instructors.  They counsel employees regarding competencies and career goals, and coach line managers on interventions to improve individual and group performance.  Research is the tool they use to statistically determine the effectiveness of HRD practices and programs (Werner, DeSimone, 2012).

The HRD Four-Step Process

The complexity of the HRD role necessitates a systems approach to training and interventions.  Werner and DeSimone describe a four-point process framework they call “A DImE,” that they believe should be followed when planning all HRD interventions.  The “A DImE” sequential process is: needs assessment, design, implementation, and evaluation.  The framework proposes that all HRD interventions be developed to address a specific need or gap within an organization.  The design phase of the intervention involves selecting the specific objective for the program, and developing a lesson plan based upon that specific objective.  The implementation phase means executing the intervention using the best and most appropriate method.  The final phase in the HRD process is evaluation, where the agent measures the effectiveness of the intervention (Werner, DeSimone, 2012).

Present and future Challenges for the HRD Profession

The expanded role of the HRD professional has developed and expanded as a result of the new competitive landscape created by the global market and economy.  Organizational success today requires doing more with less resources, which necessitates maximizing the effectiveness of human capital by developing employee skills, using technology effectively, creating new organizational structures that facilitate decision-making at all levels of the organization, and developing a learning culture that encourages learning and innovative thinking (Werner, DeSimone, 2012).

Harris and Short describe a major challenge they call a “maze of complexity and changing contexts”  in organizations today.  They state, “The value of workplace education and training has become a mantra for business survival” (Harris, Short, 2010, 358-359).  Unfortunately, according to Harris and Short, many HRD programs are considered a lesser important function of HRM, indicating a lack of understanding, most particularly, on the part of upper and middle managers of the importance of true HRD functions.  This lack of understanding is portrayed as the greatest challenge to the HRD professional because without commitment from the top, success of HRD programs is unlikely (Short, Harris, 2010) (Rawles, 2013).

Conclusion

HRM and HRD are similar and different.  HRD is a major part of the HRM function that focuses on strategic training and development for the purpose of impacting profitability by increasing productivity and performance.  Effective HRD interventions can be accomplished using a four-phase framework consisting of a needs assessment, program design, implementation, and evaluation.


References

Byars, L.L., Rue, L.W. (2011). Human resources management tenth edition. McGraw-Hill.  New

     York, NY.

Rawles, D.H. (2013, September 5). [Telephonic interview].  Job Search expert, Career Solutions;

     FOX News Contributor, and HR executive.

Short, T., & Harris, R. (2010). Challenges in Aligning Workplace Learning with Business Goals:

     A Perspective from HRD Professionals in New Zealand. Australian Journal Of Adult

     Learning, 50(2), 358-386.

Werner, J.M., DeSimone, R.L. (2012). Human resource development 6 edition.  South-Western

     CENGAGE Learning.  United States.

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How to Design a Continuing Education Program

Organization Synergist (OS)

Organization Synergist (OS)

Baukal (2009) defines Continuing Professional Development (CPD) as, “The systematic maintenance and improvement of knowledge, skills and competence, and the enhancement of learning, undertaken by an individual throughout his or her working life (Baukal, 2009, p.225).  Unlike university or college credit courses, CPD courses are typically shorter in duration, less theoretical, targeted to more practical competencies and applications, and designed for rapid learning transfer (Baukal, 2009).  One method for accomplishing CPD is through the award of Continuing Education Units (CEUs) for the successful completion of Continuing Education (CE).  CE is of particular importance to professionals working in the field of engineering for primarily three reasons.  First, an engineer’s knowledge can quickly become obsolete because of rapid changes in technology.  Second, new technology is now being developed around the world, and engineers must have access to all new developments.  Third, engineering technology often requires some degree of hands-on training to understand and use complex technology (Baukal, 2009).

The Role of the Human Resources Department

In many organizations, the human resources department (HRD) is responsible for developing policies and procedures that promote effective CE programs (Werner, Demimonde, 2012).  Vorster (2011) identifies two prerequisites for effective CE, specifically for engineers.  He believes that designers must be aware of how engineers in particular learn, e.g., learning style, and how to best promote learning that impacts their performance by developing self-motivated learners.  By way of example, Vorster suggests that most engineering students are visual, inductive, active, and global learners who learn by applying pictures and graphs, inferring principles from facts, coupled with the ah-ha moment.  In contrast, most engineering education is auditory, abstract, deductive, and passive.  This mismatch, according to Vorster, creates a less effective learning process (Vorster, 2011).

With regard to the second prerequisite, Vorster recommends a well-managed shift away from the rigidity of the rule-based learning environment to an approach that embraces a balance of power between the teacher and student, using a learner-centered approach which diminishes the role of the teacher in the learning process, while shifting the responsibility for learning to the student.  The goals of such changes are to produce independent, self-motivated lifelong learners (Vorster, 2009).  By addressing both prerequisites, program designers can link training to job performance.

The Benefits of Distance Continuing Engineering Education (CEE)

Distance Continuance Engineering Education (CEE) as opposed to the traditional classroom is the best method for delivering CE to engineers (Baukal, (2009).  The benefits for using distance CEE include the ability to use real-time or asynchronous via teleconferencing, providing greater flexibility for working professionals.  Updates, the introduction of new materials, and more focused learning are also easily accommodated with distance CEE.  Programming is more cost effective than the traditional classroom setting, and learning can be enhanced by coupling distance CEE with some classroom instruction for technical learning that requires a hands-on instruction.   Sources for programming include universities, corporate universities, federal and local governments, and professional trade organizations (Baukal, 2009).

Monitoring Continuing Education Units (CEUs)

The International Association of Continuing Education and Training (IACET) is the premier organization that sets the standards for the continuing education industry.  The IACET Council on Standards Development (ICSD), “is responsible for the development, maintenance, and dissemination of evidence-based standards that promote and enhance quality continuing education and training (CE/T)” (IACET, 2011).   In 2007, the standards of the IACET were approved as an American National Standard (ANS) by the American National Standards Institute (ANSI).  This accreditation signifies that an IACET Authorized Provider (AP) is capable of developing a continuing education and training programs that meets their standards.  IACET  CEUs are important for both individuals and organizations.  They are a tool for professional development, certification, and recertification for individuals.  For organizations and industries, they provide credibility for the standards adhered to by the organization.  ANSI/IACET standards are also globally recognized (IACET, 2011).


References

Baukal, C. E. (2009, September 23, 2009). Continuing engineering education through distance learning. European Journal of Engineering Education, Vol. 35, No. 2, May 2010, 225-233.

IACET. (2011). Retrieved from the Internet on October 24, 2013 from  http://www.iacet.org/about/who-we-are 24, 2013.

Vorster, M. C. (2011). Teaching and learning: the critical balance in effective education. American Society of Civil engineers., 917-922.

Werner, J. M., & DeSimone, R. L. (2012). Human resource development (6th ed.). Mason, OH: South-Western CENGAGE Learning.

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How to Design a New Employee Orientation

Employee orientation is defined by Byars and Rue (2011) as the process of introducing new employees to an organization, a work unit, and a job.  They suggest two strategic levels for an effective orientation.  The first level is an introduction to the organization that includes information about the organization such as its rules, procedures, policies, and things which would be of interest to all employees. The second orientation level is a departmental and job orientation, which presents topics that are unique to the department the new employee will be  assigned to, their specific job, and job unit (Byars & Rue, 2011).

The Organizational Orientation

For a global organization, the first level in the orientation would present a brief historical overview of the organization, introducing its founders and their mission, the vision of the founders; company goals and values that shed light on why the company operates as it does.  It would be helpful at this level to also include an overview of the industry within which the company functions, and how the organization is positioned within its industry.   Because this is an organization with offices in foreign countries, care must be taken to employ knowledgeable sensitivity when explaining values.  The company must develop a proactive approach for managing diversity that includes both a structural and cultural strategies for change.  Werner and DeSimone (2012) suggest that elements in such a program include an awareness of cultural differences, attitude changes, increasing the factual knowledge about various cultures, and skill-building in areas of language, cultural stress management, and adaptation (Werner, DeSimone, 2012).

Byars and Rue (2011) recommend an explanation of the safeguards and precautions the company exercises to protect its employees as it conducts business. This would include elements such as OSHA requirements or other government regulations, physical examinations, licenses, and any other health-related requirements (Byars, Rue, 2011).   Policies and procedures would include the company’s position regarding issues such as diversity, proprietary information, and harassment.  Additional content would be benefits, inclusive but not limited to general compensation issues, insurances, vacation and use of other leave time, personal and family matters, holidays, retirement plans, career development opportunities, and other company perks that may be applicable (Werner, DeSimone, 2012).  This session would end with the employees completing paperwork for taxes, insurance, and any other legally-required forms.

Selecting Training Methods and Media for Level 1 Orientation  Selecting the appropriate training method and media is determined by assessing the objective of the program.  Since the primary objective at this first level of orientation is to acquaint the new employees with company values and continue the socialization process, it would be appropriate to use instructor-led live programs.  Werner and DeSimone also suggest relying on some type of hard-copy training manuals coordinated with the live presentation (Werner, DeSimone, 2012).  The ideal presenter would be a member of the human resources team, someone who would be able to answer questions that new employees are likely to have at this juncture.

Level 2 – Departmental and Job Orientation

The departmental and job orientation would take place within the department where the new employee is assigned.  The content would include information about the goals and functions of the department itself, its relationship with other departments within the organization; a detailed explanation of job duties and responsibilities, which might include work hours, overtime requirements, required records and reports, equipment and supplies needed for the job, breaks; a discussion about common problems that are likely to come up; and performance evaluations.  There would also be a departmental tour and introduction to other employees in the unit (Byars, Rue, 2011).

This segment of the orientation would be conducted by the new employee’s supervisor, who has what Werner and DeSimone characterize as a pivotal role in the socialization and training process.  The supervisor is responsible for arranging adequate training on  job specifics, guarding the new employee from unreasonable demands that are outside the realm of their responsibilities, providing feedback to keep the employee aware of their progress, and carefully observing the employee’s efforts to become an insider by addressing problems and concerns swiftly (Werner, DeSimone, 2011).

Level 2 – Methods and Media Challenges

Level 2 of the orientation would be a combination of on-the-job training (OJT) methods, and blended e-learning strategies to develop job performance and create a learning experience that maximizes the return on learning (ROL) for the organization.  There are, however, certain strategies identified by Adams (2010) that supervisors must be aware of to achieve success with e-learning. First, they should be aware that only 10 percent of learners are what would be classified as self-motivated learners.  This means that the supervisor must remain actively engaged in the e-learning process in 90 percent of new hires.  Second, e-learning should be balanced and reinforced with another mode of instruction such as classroom or one-on-one instruction to motivate learners to accept ownership for the learning process.  E-learning must be tightly aligned with specific learning objectives that are strategic with the goals of the department or organization.  And four, the new value created through e-learning must be coupled with action projects that demonstrate ROL outcomes (Adams (2010).

Other Problems Regarding Cultural Diversity

An employee orientation program in a multicultural global organization will likely encounter some cultural diversity challenges.  Schein (2010) suggests that before diversity can be a resource, there must be good cross-cultural communication and understanding, where leaders develop what Schein (2010) refers to as cultural intelligence, by establishing authoritative coordinated mechanisms.  The four capacities identified by Schein are:  knowledge of essentials for the cultures one is working with; cultural sensitivity; a sincere motivation to learn about other cultures; and a willingness to learn new ways of doing things (Schein, 2010).  These are characteristics leaders will need to acquire in order to prosper in cross-cultural environments.

Although globalization has enhanced the awareness of workforce diversity and the benefits inherent in managed workforce diversity, Shen et al., (2009) echoes Schein’s sentiments by stating that the potential benefits associated with a diverse workforce do not occur simply because diversity exists.  It is corporate competence that embraces flexibility, collaborative management, and the value of the individual.  More specifically, Shen et al. states, “While diversity management is an approach that revolves around employees, the HRM function is the custodian of the people management processes (Shen et al., 2009, p.236).

Conclusion

The two levels of orienting new employees into an organization are the organizational level and the department or job-unit level.  Together they should provide the new employee with adequate information about their new company and new job, to enable socialization into the organization.  Trainers can overcome learning deficits associated with technology by using blended e-learning strategies.  Organizations can maximize the benefits of a diverse workforce by developing cultural sensitivity through a managed diversity program.


References

Adams, J. (2010). A four-level model for integrating work and e-learning to develop soft skills and improve job performance. IUP Journal of Soft Skills, 4(4), 48-68.

Byars, L. L., & Rue, L. W. (2011). Human resource management (10th ed.). New York, NY: McGraw-Hill Irwin.

Schein, E. H. (2010). Organizational culture and leadership (4th ed.). San Francisco, CA: John Wiley & Sons.

Shen, J., Chanda, A., D’Netto, B., & Monga, M. (, February 2009). Managing diversity through human resource management: an international perspective and conceptual framework. The International Journal of Human Resource Management, Vol. 20, No. 2, 235-251. http://dx.doi.org/10:1080/09585190802670516

Werner, J. M., & DeSimone, R. L. (2012). Human resource development (6th ed.). Mason, OH: South-Western CENGAGE Learning.

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The Four Most Common Forms of On-The-Job Training: Job Instruction Training, Job Rotation, Coaching and Mentoring

KELLY PHOTOGRAPHS 009

On-the-job training (OJT) is the most common form of employee training.  It includes any one-on-one training between two employees, especially when that training is conducted at the employee’s workstation, and is often used in conjunction with off-the-job training such as manuals or computer-based learning.  OJT can be formal or informal.  Formal OJT is structured and planned, and typically conducted by a supervisor or trained trainer, and is considered to be more effective than informal OJT which may be conducted by any coworker.  Two major advantages of using OJT are that it enhances the transfer of learning, in that trainees are able to immediately put into practice what they are learning; second, it is cost effective since the training takes place right on the job (Werner, DeSimone, 2012).

Job Instruction Training (JIT)

Job Instruction Training (JIT) is an OJT technique that outlines a five-step process for trainers.  It became popular in the mid-forties when it was necessary to quickly retrain employees to produce war weapons.  Today, it continues to be one of the most practical methods of attaining highly effective performance and learning, especially when resources and time are limited (ASTD, 2011).   The five steps that make up JIT are:

·        Preparing the trainee to learn the job;

·        Breaking down the work into components and key points;

·        Presenting operations and knowledge;

·        Practice; and

·        Follow-up (Byars, Rue, 2011).

Prior to beginning the five steps, the trainer determines the training objectives and prepares the training area, ensuring that all necessary equipment and supplies are available.  The first step, preparing the trainee to learn the job, involves putting the trainee at ease, finding out how much the trainee already knows, and making sure the trainee has an appropriate attitude for learning.  In Step 2, the trainer breaks down the work into segments and identifies key points, which are called tricks of the trade.   Step 3 is the actual presentation of the work.  Here, the trainer slowly and thoroughly demonstrates, explains, and repeats the new tasks step by step, making sure the trainee completely understands.   In Step 4 the trainee repeatedly performs the job and asks questions, and lasts until the trainee is competent in his ability to perform.  In the final step, the trainee is allowed to work on his own with necessary supervision that tapers off as the trainee becomes more proficient (Byars, Rue, 2011).

Job Rotation

            Job rotation, also known as cross training, is another OJT technique that trains employees through the use of observation while working in a variety of departments as opposed to one.  During rotation training, trainees are typically expected to learn how departments function, the department’s role in the organization, and various procedures and policies of each department.  Job rotation is used primarily for three reasons.  The most obvious reason is that it increases flexibility throughout the organization so that employees are able to substitute more easily when another is absent (Byars, Rue, 2011).  Job rotation is also used as a tool for managers to ascertain the special abilities an employee may have.  Another common use is to rotate new managers who need to gain a greater understanding of the inner-workings of the various departments within an organization (Werner, DeSimone, 2012).


Coaching and Mentoring

            In today’s organizational life, it is common for training to occur by way of coaching and/or mentoring.  While most people tend to use both terms interchangeably, they are similar in some respects and different in others.  Both are art forms as opposed to sciences, as well as teaching tools that inspire others to self-motivate.  As teaching tools, their goal is to expand the knowledge base and skills of others.  Nigro (2008) refers to both as action-oriented approaches to managing the performance of employees (Nigro, 2008).

Coaching is typically a formal paid position in an organization, whereas mentoring is more likely to be a voluntary relationship.  Coaches who work in the managerial realm work with goal-setting and performance plans.  They work closely on a one-to-one basis with staff to improve job satisfaction, with the overall goal of impacting the company’s bottom line.  A coach can also be a mentor.  Mentoring, on the other hand, most often occurs in the informal role of a wise counselor who gives career advice based upon real-life experiences.  Mentors desire to broaden the mentee’s job skills, world views, and understanding of human nature.  They have impeccable credibility and character, and the ability to boost one up the corporate ladder  (Nigro, 2008).

Conclusion

On-the-job training continues to be the most common form of employee training and development today.   Whether the technique employed is JIT, cross training through job rotation, formal coaching or informal mentoring, the advantages of OJT enable companies to maximize the effectiveness of training opportunities, despite limited resources and shortened time constraints, challenges facing many organizations today.


References

ASTD. (2013).  What is JIT?  Retrieved on October 3, 2013 from

     http://www.astd.org/Publications/Blogs/ASTD-Blog/2011/11/ASTD-Archive-Image-of-the-

     Day-What-Is-JIT.

Byars, L.L., Rue, L.W. (2012). Human resource management tenth edition. McGraw-Hill Irwin.

     New York, NY

Nigro, N. (2008). The everything coaching & mentoring book 2nd edition increase productivity,

     foster talent, and encourage success.  Adams Media, an F&W Publications Company.  Avon,

     MA  02322.

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Three Critical Components An Effective Training Objective Must Have

Effective training begins with an effective training objective.  There are three critical components a training objective must have to be effective.

1.     First, the objective should specifically state what the trainee will be expected to do at the conclusion of the training.   This would be the outcome or result of a successful training.   It’s important to the performance of the trainee because it serves as a goal or target for the trainee during training.  It tells the trainee exactly what it is he is attempting to master.   Example:   At the conclusion of the training, the trainee will create a PowerPoint presentation.

2.     Second, the objective should state the conditions under which performance will occur.   This component  narrows down the conditions under which performance is expected.   It ensures the trainee that they will not be required to do something that is impossible or unreasonable.   It also informs the trainee of the tools and/or resources they will need to perform, and that adds clarity to the objective.   Example:  After receiving instructions on how to use the design features of PowerPoint Software, the trainee will create a PowerPoint presentation.

3.     The third critical component explains to the trainee what constitutes acceptable performance.   When this component is properly stated and included in the objective, the trainee knows exactly what the standards of performance are.  Not only must the trainee perform, but he must perform in a specific way.  This information acts as a guidepost for the trainee.  He knows that once he is able to do one, two and three, he is able to perform at a level that is satisfactory to his superiors.  That also relieves the trainee of stress that may be associated with uncertainty.   Example:  After the trainee has received instructions on using the design features of PowerPoint presentation software, the trainee will create a PowerPoint presentation using a minimum of  five design features.

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Are You a Visual Learner, Auditory, Read/Write, or a Kinesthetic Learner?

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Increase Your Ability to Learn, by Understanding How You Learn

With the new emphasis placed on learning, it is more important than ever to maximize your ability to learn.  Learning is a complex task that involves many dimensions such as the concept of association, grouping related items; learning styles, which involves certain choices people make during the process of learning; learning strategies, techniques people use to help them learn; and perceptual preferences, which are the sensory channels that individual learners prefer to use in gathering in information (Werner, DeSimone, 2012).

The VARK Questionnaire

The VARK questionnaire is a one of the most recognized tools used for assisting learners in discovering their preferred sensory channel.  VARK is an acronym that represents four primary sensory channels that learners use: visual, aural, read/write, and kinesthetic.

Visual (V) Learners.  In the VARK model, V represents the visual channel.  These are learners who prefer information to be presented using graphs, charts, and pictures.  They prefer to have materials presented in a pictorial form as opposed to a textual form (Werner, DeSimone, 2012).   O’Dowd (2007) excludes the use of videos, movies, and even PowerPoint from this channel (O’Dowd, 2007).  LeFever (1995) describes Albert Einstein as a visual learner who had an extraordinary ability to construct complex card houses and manipulate intricate geometric diagrams, in spite of a disability with auditory learning (LeFever, 1995).

A training strategy design for visual learners would include an abundant use of charts, diagrams, and mindmaps since these learners think in pictures.  Wherever possible, you would limit the use of words, transforming words into pictures or diagrams.  Other useful techniques would include color-coding, flash cards, keywords, highlighting (O’Dowd, 2007).

Auditory (A) Learners.  The A in the VARK model represents an aural or auditory preference.   Auditory learners prefer to hear instructional materials.  They learn by listening to verbal information.  According to LeFever (1995), many auditory learners do not take notes because it distracts them from listening.  They are completely tuned in to what is being said and how it is being said, using tone, pitch, and even speed in their learning process.   When they read silently, they move their lips, mentally making the sounds that help their minds to respond and adjust to written material (LeFever, 1995).  A training designed for auditory learners would include group discussions, study partners, lectures, and recordings such as audio books.  These learners should be encouraged to record sessions, and the trainer should read much of the material out loud, especially reciting salient points in the lesson so these learners can connect (O’Dowd, 2007).


Read/Write (R) Learners.    The Read/Write learner responds best to information that is text-based, and this includes all forms of reading and writing.  They learn by using written words.  They are note-takers and list makers.  Trainings designed for these learners would include a lot of reading and writing.  Instructor would do the exact opposite for the Read/Write learner as they would do for Visual learners.  Instead of turning words into pictures, the instructor would turn pictures into words for Read/Write learners, reducing the amount of diagrams and charts.  Other teaching strategies for these learners would include PowerPoint presentation, lists, dictionaries, handouts, and the Internet, which is reading intensive (O’Dowd, 2007).

Kinesthetic (K) Learners.     LeFever (1995) describes those who prefer to learn by kinesthetic methods as learners who need movement in order to learn, excluding writing.  They need to be actively involved in what they are learning (LeFever, 1995).  O’Dowd (2007) describes these learners a little differently by stating that they must be connected to what they are learning, either by experience or some type of simulated practice (2007).  They need an experiential connection to what they are learning.

The best learning strategies for kinesthetic learners involve using samples, laboratories, and field trips that are relevant to what is being taught.   Creating opportunities for hands-on connections that emphasize touch, smell, taste, sight, and hearing help these learners stay engaged with the teaching.  Using real life examples is also beneficial because it creates application to what is being taught (O’Dowd, 2007).

Conclusion

One method of maximizing the learning experience is to know the sensory channel a learner prefers to use in receiving information.  Having this knowledge facilitates the ability to tailor training in a way that allows the trainee to get the most from the training experience.  When trainers use sensory preferences, everyone wins.  The instructor becomes a more effective teacher.  The learner learns better, acquiring new knowledge that can be creatively applied to solve new problems.  And the organization prospers, as the recipient of new innovative and creative problem solving from better trained employees.


References

 LeFever, M.D. (1995). Learning styles reaching everyone god gave you to teach.  David C.

     Cook Publishing Co.  Colorado Springs, Colorado.

O’Dowd, D. (2007).  Activity: VARK learning styles.  Retrieved on September 14, 2013, from the

     HHMI-UCI Professor Program from www.researchandteaching.bio.uci.edu/…/

     Activity%20VARK%20Learning%20Styles.pdf

Werner, J.M., DeSimone, R.L. (20112). Human resource development, sixth edition. Southwest

     Cengage Learning.  Printed in the United States.

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