TEACHING & LEARNING FOR HIGH PERFORMANCE ACADEMICIANS

ERIC SANDELANDSDIRECTOR

CORPORATE LEARNING CONSULTANTS LTD

W W W. Y O U R C L E A R A D VA N TA G E . C O M

How does action learning and problem-based learning support the

development and performance of students?

What will be addressed

Implementing effective learning in the classroom based upon the principles of action learning and problem-based learning

Small group discussions will follow

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Opening thought

“We can’t solve problems by using the same kind of thinking we used when we created them”

Albert Einstein(From Marquardt & Teo,

forthcoming)

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APPLICATION OF ACTION LEARNING

TO CLASSROOM SETTING

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Action learning and experience

Action learning elements

Experience &

reflection

Team learnin

g

Development &

performance of

students

Facilitative

approach

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Preparing to learn (Raelin)

Experience

Classroom

Experience

Classroom

Can These Be Combined?

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Action learning in a classroom setting

Learning in a classroom environment can feel “sterile”

It’s removed from the realities of the workplace and life outside

Action learning can bring “life”, interest and meaning

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Theory

LEARNING

Experimentation

Experience

Reflection

Adapting the action learning cycle (Raelin)

R e – T

h e o r i z i n

g

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The Ultimate Goal: To Learn Together

Constitute students working on real problems where possible.

Discuss not only the practical dilemmas arising from actions in their work settings, but the applications or misapplications of theories and concepts to these actions.

Develop a social culture in their own right.

Afford real-time experience in group dynamics, such as providing and accepting feedback.

Provide a base of support.

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(Adapted from Raelin)

Learning in teams

A move towards facilitation

Opportunity to facilitate rather than direct as the expert

Opportunity to instil learning principles rather than subject knowledge

Opportunity to help teams maximize learning from their time together

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EXPERIENTIAL INQUIRY

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Problem-based learning

Problem-based learning

Only 20% of employees learn from structured training

80% learn through informal means and problem-solving

Why not bring problem-based learning into the classroom?

• Marsick & Watkins (cited in Marquardt & Teo)

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What is problem-based learning?

In problem-based learning (PBL), small groups of students are presented with contextual situations and asked to define the problem, decide what skills and resources are necessary to investigate the problem and then pose possible solutions. (Duch, Groh & Allen, 2001)

PBL courses start with the problems rather than with exposition of disciplinary knowledge.

Students acquire knowledge skills and understanding through a staged sequence of problems presented in sequence.

(McCarthy)Corporate Learning Consultants Ltd.

Work on problem scenario

Lead through the process

1. Students pose questions, “learning issues,” identifying what they need to know

2. rank the learning issues in terms of importance and decide who will investigate which issue

3. identify needed resources and where they might be found

4. gather needed information through individual and group investigation

5. reconvene to integrate information

6. generate and evaluate possible solutions

7. make needed decisions or take agreed upon actions

8. communicate results as appropriate for problem resolution

9. debrief on problem solving experience

(Howard)

Learning is initiated with a problem

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The process of problem-based learning?

Problem Engagement

Inquiry and Investigation

problem definition

Problem Resolution

Problem Debriefing

Stepien & Gallagher

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A suggested PBL process

Small groups of students (<8) work with a PBL tutor or facilitator

Groups usually meet twice a week for around 2-3 hours

At the first meeting, students are presented with an unfamiliar situation or problem (trigger)

Students identify the main issues and formulate questions to work on

Following a period of individual study (2-3 days) the group reconvenes

They discuss what they have learnt and apply this to the original problem

Supporting activities (labs, lectures) are timetabled as ‘fixed resource sessions’ during the period of individual study

(McCarthy)Corporate Learning Consultants Ltd.

Characteristics of a good PBL facilitator.

A knowledge of the PBL process

Commitment to student directed learning

Ability to generate a non-threatening environment whilst still acting to promote discussion and critical thinking

An ability to facilitate and not teach.

Willingness to make constructive evaluation of student and group performance.

(McCarthy)Corporate Learning Consultants Ltd.

Characteristics of a good PBL student

Prompt and present for all sessions

A knowledge of the PBL process

Commitment to self/student directed learning

Active participation in discussion and critical thinking whilst contributing to a friendly non-threatening environment

Willingness to make constructive evaluation of self, group and tutor

(McCarthy)Corporate Learning Consultants Ltd.

Corporate Learning Consultants Ltd.

A worked example

Emerald Academy/

MA

Emerald Publishing Group Ltd Corporate Academy

Company outcomes

• Live projects• Succession• Employee retention

Team learning

• Outcomes

• Team dynamics

• Team leadership

• Knowledge

• Soft skills

• Learning styles

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Emerald Academy structure

• Steering Committee• Projects• Corporate clients• Funding

• Group project• Review of

learning

• Facilitation (6 workshops)

• Corporate-level advice

• Credit mapping/ progression to MA

Emerald Publishing Group Ltd

Employee/ participant

Corporate Learning

Consultants Ltd

Leeds Metropolitan University

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Emerald Academy process

Teams/ Quartets

Facilitation

Corporate Client

Live group project (6 months to complete)

Learning review on completion

Report post-completion on implementation

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Sample workshop agenda (Workshop 2 of 6)

1. Workshop introduction/ learning log reflections

2. Group presentations: Project proposals and next actions

3. Project proposal formal feedback

4. Learning styles5. Workshop

reflections and next actions

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Project outcomes (recent groups)

Developing Emerald’s “corporate story” (branding)

Managing customer transition process

Achieving environmental standard ISO 14001

Developing publishing products for Executive MBAs

Communicating the stakeholder relationships management process

Developing academic authors in AfricaCorporate Learning Consultants Ltd.

OBSERVATIONS ON EFFECTIVENESS OF PBL

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Development & performance of students

Factors that influence PBL

Implications on practice

“The principles of PBL go can be traced back to medieval times where apprenticeship was an art as well as a science.”

“If people do not acknowledge the existence of a prior problem, then learning may not have taken place.” [double-loop learning]

“The starting point of action learning is akin to PBL… The team looking into this (problem solving activity) has to consider all aspects of PBL at the conceptualization stage.”

“There are many examples of PBL [being utilized] in the workplace…. Educational administrators, training nurses for practice…”

(Quotes from a study by Marquardt & Teo)

Problems as building blocks for learning

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Problem-based learning promotes

Intentional learningRelational

understandingCritical thinkingCreative thinkingEffective

collaborationVersatile

communication

(Howard)

Engagement

Inquiry

Debriefing

Definition

Problem

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Problem-based learning provides

Meaningful activity

With expert facilitation/ guidance

Promotes knowledge-building collaboration

• Adapted from Howard

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Using action learning and PBL

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Share your challenges

We can briefly discuss now

We can revisit them in small groups

Question Your observations

Action learning – when, why, how?

?

Action learning- any issues/ any successes?

?

PBL – lessons from your current practice?

?

PBL – opportunities to introduce?

?

Other related issues?

?

QUESTIONS OR FURTHER

EXPLANATIONS?

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