Scribble Maps Presentation

Organizational Change and Learning

Think about trainings that you have attended or facilitated. What are the hardest attendee attitudes (i.e.‐ indifferent, passive‐aggressive, belligerent, attention grabber) for trainers to overcome? Why? How can a trainer effectively and professionally combat these attitudes?

Many authors have studied adults as learners and suggested ways to address their learning styles and communication styles. In the book Kolb’s book Experiential Learning (1984) he identified four types of learners who prefer:  Concrete Experiences, Reflective Observation, Abstract Conceptualization, and Active Experimentation.

Concrete Experience learners need to have practical ideas and illustrative stories to help them get the main idea of the training. These learners don’t listen well until they have that sense of understanding about how they might use this new tool with their students. They like to see examples of how it can be appropriately used and a chance to share with other teacher’s practical ideas and applications.

Reflective Observation learners prefer to think about what is being presented by listening and watching. They need lots of information to reflect upon before they can process anything. Discussing key points in small groups is an effective activity for them.

Abstract Conceptualization learners like to think, analyze and organize information. They like lectures, facts, and dates. They like traditional learning, often creating flow charts or outlines to help define what they think is important. They are not good at exploring on their own and may tend to get lost during training if they don’t have specific directions.

Active Experimentation learners are the ones who like hands on time to start playing. These types of learners do not like to sit and listen to lectures.

Considering the individual learning styles of the participants in your training can help you to understand the many attitudes unveiled and realize how important learner’s individual differences really are.  Kolb (1984) believes that we tend to teach in our preferred learning style. Therefore, as you plan a training you should build in different types of activities aimed at these different learning styles in order to be effective.

One way to combat the different attitudes would be to administer a survey that will quickly and easily identify how the participants prefer to learn. One example it is the Tech Training Preferences Probe based on the learning styles identified by Kolb.

Reference:

Kolb, D.A., (1984). Experiential  learning. Englewood Cliffs, NJ: Prentice Hall

Looking ahead: what tools (websites, software, hardware) will you continue to use to help your current employer develop better organizational learning?

Ron Brandt describes organizational learning in his statement that “A school culture that invites deep and sustained professional learning will have a powerful impact on student achievement.” (2003)

One way to continue better organizational learning is by achieving shared goals. Our school as a whole has a technology plan that is implemented by the faculty. However, by breaking the goals down more individually will enable the school to accomplish more specific technology goals. The principal at my school took small steps by requiring each teacher to highlight their use of technology in their plan book each day. Her goal in asking each teacher to do this would make them more aware of how often technology was being used and also make them more accountable for their technology daily. Taking this one step further, each teacher could be asked to implement one web 2.0 tool that they are trained on each semester. Completing a training on a web 2.0 tool such as Glogster does not guarantee the teacher will implement the tool in their classroom. However, adding it into a shared goal would require the teachers to be accountable for using their professional development training.

Another way to continue organizational learning is by having teachers who can accurately identify their schools’ technological stages of development. Brandt describes that members of a learning organization are aware that their institution does not arrive at its final destination instantly but must develop one step at a time.(2003) They have a clear sense of what they're trying to do, what progress they have made, and what still needs to be done. Similarly, if teachers documented by semester what technological advances or trainings they have accomplished, progress would be indicated and administration could see improvements made.

Lastly, by implementing a school wide knowledge base and processes for creating new ideas will continue organizational learning. Teachers are to model lifelong learning that generates new ideas and collaboration among students, and promotes the school as being top notch. Additionally, teachers need to provide professional collaboration based on mutual respect and trust. An example of this can be teachers adopting a collaborative role rather than an advocacy role, be open to learning from one another, and be willing to embrace risk (2003).

Reference:

Brandt, R. (2003). Powerful learning. Journal of Staff Development, 24, (1)