data, and may be impatient (especially with contemplation). They look for and use opportunities, are involved and committed, and can lead others. List the four elements of Ned Hermann’s approach and briefly explain each. The Hermann Brain Dominance Instrument is a method of personality testing that classifies learners in terms of brain function: Left-brain cerebral: logic, analytical, quantitative, factual, critical Left-brain limbic: sequential, organized, planned, detailed, structured limbic: emotional, interpersonal, sensory, kinesthetic, symbolic Right-brain, cerebral: visual, holistic, creative Summarize the visual, auditory, and kinesthetic (VAK) Learners’ preference for receiving information falls into three categories: Visual (by seeing; can be diagrams, pictures, or words) Auditory (by hearing) Kinesthetic (by movement or touching) Describe Howard Gardner’s 10 multiple intelligences. Intelligence is a measurable aptitude used to create and solve problems and valued by the culture. The 10 types: Interpersonal (working with others) Logical/mathematical (math, logic, and deduction) Spatial/visual (picturing and seeing) Musical (musical expression) Linguistic/verbal (written & spoken word) Intrapersonal (working alone) Bodily/kinesthetic (being physical) Emotional (for identifying emotions) Naturalistic (for being with nature) Existential (understanding one’s purpose) List the seven preferred learning modes outlined in the perceptual modality model. A learner’s primary perceptual modality (how they like to receive information): Print (text) Visual (non text) Aural (hearing) Interactive (talking, discussions) Tactile (manipulative/haptic) Kinesthetic (enactive/psychomotor) Olfactory (smell/taste) Define characteristics of learners (CAL) and chain-0f-response (COR) CAL: Compared adult learning behaviors/preferences versus children learning. Includes incorporating some aspects of andragogy and that adults learning varies based on development stage. trial
Information networks on linking schema for better retention – to past learning and to future application) Nonconscious learning (AL techniques work with more of the mind, maximizing the natural potential for learning) Learning cycles (chunk into short learning segments) Multisensory input (VAK; enhances information processing and provides reinforcement through other channels) Learning readiness state (calm, relaxed state – physically and mentally) Summarize Silver and Hanson’s learning style inventory and how it applies to training delivery. Use the Myers-Briggs Type Indicator across (S-N) and thinking-feeling (T-F) modalities ST: want specific information and to know what’s right and wrong. They need immediate feedback & lose interest if pace slackens/content doesn’t seem useful. Learn well with repetition and real experiences NT: Logical, analytical, and skeptical. They are independent workers who reason and hard evidence. Thrive on challenge & being creative. Relevance is important. Can be persistent when motivated/engaged. SF: Need to relate learning to personal experience. They like to cooperatively and are trusting and collegial. Harmonious relationships may be more important than content mastery. Sensitive to approval and disapproval. NF: Look for patterns to guide them and connections to prior learning. Tend to value aesthetics and originality and uniqueness. Respond well to flexible learning environment. Can have trouble organizing time. Need to be shown big picture. Easily bored with routine. List two factors that may affect the speed at which adults learn. Psychological Environmental Emotional Sociological Physical Intellectual and experiential Age List two considerations for identifying training and presentation styles. Learning styles vary so training delivery styles must vary as well! Awareness of style differences:
Captures cognitive and affective differences between training and learner Encourages use of wider variety of teaching techniques Helps learners understand their own styles and preferences Enables trainer and participants to be more accepting of differences among people Discuss one type of tool used to determine learning preferences and how it is applied PEPS:Productivity Environment Preference Survey – identifies preferences for conditions in working and learning environments. Canfield Learning Inventory: Aassesses learning influences (preferences for affiliation vs.competition, content delivery style - CBT/jobaid/people-delivered, mode of learning e.g., VAK, expectations of success) Learning Style Questionnaire: Classifiers learners as activist (doer), reflector (thinker), theorist (organizer/neat), and pragmatist (prefers “whatever works”) Various Instructional Methods Objective Information Explain what is meant by instructional methods, and list five factors that T&D professionals should consider when selecting an appropriate instructional strategy. Instructional methods are various means by shich content is communicated. Factors: Type of learning Audience demographics Learning styles Number of learners Media Budget Physical site Instructor’s skills and training style Ways to Facilitate Informal Learning and building Learning Communities Objective Information List three ways to facilitate informal learning. Set clear expectations among stakeholders about what informal learning is and its capacity Gain executive support Build an internal content repository Promote the availability of resources Clarify goals and desired outcomes Assist in identification of knowledge and gaps Provide resources and guidance Let employees take the lead in their own learning efforts
objectives, learning the material, practicing the delivery, and preparing good questions while preparing for a presentation. Learn material = more confidence and capability in working with materials Practice delivery = tests the materials/equipment and helps polish your presentation Prepare questions = gains alternate perspective, checks for understanding, and generates learner participation Discuss how classroom management techniques of starting and ending a session and setting expectations can enhance the learning experience for participants. Starting session – can help create a safe learning environment and start building rapport with learners. Opening sets tone for training. Setting Expectations – can reduce learner anxiety by clearly identifying what to expect for the training. It should include: introductions of participants, objectives, instructional techniques, evaluation expectations, and agenda (schedule). Star Fisher who wrote the original study guide notes, also recommends setting ground rules for behaviors in the room. Closing – ensures learners receive credit for participation, can help learner plan transfer of learning to the workplace/life. It should include: key points and a WIIFM benefit for learners. This is what learners remember most. The trainer is usually responsible for providing certificates, collecting evaluations, and returning the classroom to its original state. Explain the differences among icebreakers, opening exercises, and closing activities and provide one example of each. Icebreaker – introduces participants to one another and them ease into program. Gets people involved and sends message that they will be participating in their own learning. Happens at the start. Openers – set the stage and are activities that specifically relate to the topic. Energizers and tension reducers – activities used when participants seem overly stressed or when the is “flat.” Games and brainteasers – can serve as introductions to problem solving competition, team building, and activities. Closing – activities help reinforce content and may include a call for questions and/or a call to action. They also may provide a celebration of accomplishment. Explain how the use of voice and scanning the class for learning reaction Vocal quality provides part of our effective communication (along with body language and the word choice) and they provide a form of holding learners’ attention (varying pace,