Training and Development: TBT and Mentoring - Coursework Example

Running Head: TRAINING AND DEVELOPMENT Training and Development: Technology Based Training and Mentoring YOUR Training and Development: Technology Based Training and Mentoring The training and development of adults both within and for the workplace is an ongoing endeavor that has shown great rewards. The purpose of this paper is to explore some general principles of adult learning theory and then compare and contrast two methods currently in use; technology based training (TBT) and mentoring. These two approaches to adult learning will be assessed on their merits and compared to determine the advantages and disadvantages of each. Finally, some best practices observations will be included to facilitate understanding and implementation models for maximization of each method. Adult learning methodology is significantly different from childhood and adolescent learning techniques. For children and young adults, education is compulsory—adults have relatively free choice as to whether or not develop themselves through post-secondary education. The term relatively is used here because in many professions, e.g., medical, legal, and educational occupations, continuing education is a requirement. Nevertheless, many of these professionals have some degree of subject matter choice in accumulating the required number of hours for their continuing education. There are traits, however, which have been observed regarding the successful adult learner. In one study, five assumptions for the adult learner were developed to help assess the required components of the successful adult student: “…an independent self-concept [to] direct his or her own learning, [the accumulation of] a reservoir of life experiences, learning needs closely related to changing social roles, is problem-centered and interested in immediate application of knowledge, and is motivated to learn by internal rather than external factors” (Merriam, 2001, p. 5). These assumptions, when true, describe the ideal adult learner who will benefit from all methods of instruction, particularly TBT and mentoring. The element of self-motivation implied in this list is significant; a company will realize considerable cost savings when selecting and retaining these individuals—they are, by definition, trainable. Even in the workplace, mandated training forced upon an unwilling or uncooperative worker will have significantly less results and amount to a waste of both time and money if the ability and motivation to learn and succeed are not present. On the other side of the coin, the presentation and methodology employed in educating adults is also important regardless of the career level of the student. Assisting low-income individuals through vocational training has proven to be beneficial, if the “programs are made intensive, close attention is paid to quality, and basic education is linked to further training and employment” (Martinson & Strawn, 2002, p. 1). The two methods of adult learning treated herein consider that the adult learner is trainable, and that the proper protocols for successful training are observed. Technology Based Training (TBT). TBT is rapidly becoming a standard for many training programs. The ease of use, efficiency of information communication, student interaction, and the non-location specific nature of online or network training programs all contributes to rapid adoption in modern culture. The cost savings to the company or educational organization are not the least of the drivers of this trend; the resources available to students are exponentially increased—eclipsing even the largest of many traditional libraries. For example, the Association for Supervision and Curriculum Development (ASCD) touts its own TBT platform for professional development of educators, PD In Focus, as having “an on-demand library of searchable classroom video clips, group facilitation tools, opportunities for guided learning activities, and other resources…[to] deliver immediate benefits to any professional development effort” (ASCD, 2009, n.p.). The ability for adult learners to not only access published documents, but also Flash presentations and online video dramatically increases not only the resources, but the variability of how the information is presented retains participants’ interest and makes the content easier to assimilate. The design of the better TBT programs facilitates motivation and the meaningfulness of the material while also permitting assessment and feedback from the learner in the form of immediately-graded quizzes and participation surveys. Mentoring. If TBT is considered one of the best new methodologies in adult learning, mentoring should be perceived as one of the best old methodologies. From ancient times, education was a function of a master taking on an apprentice and personally teaching a particular skill or philosophy. While the days of one-on-one basic instruction are past, the idea of linking a learner with a person who is more experienced and more knowledgeable within a specific field to hone the student’s skills is still a sound one. Many professional programs utilize this method of assisting professionals in career development. For example, DePaul University’s School of New Learning “utilizes a team approach to academic and career guidance” as students work with both faculty members and professional advisors to “provide the best possible educational experiences…[where] the “professional advisor serve[s] a crucial role in the student’s academic career by helping the student ‘own’ his or her educational process” (Weinstein, 2002, p. 95). Mentoring allows for educational specificity and customized learning. It facilitates positive conditions of practice, respects and adjusts to individual differences, and maintains motivation on a personal level. Comparison. In one sense, these two methods of adult learning are as different as night and day; in another, they are very similar. While both methods are very individualized in their application, they are diametrically opposed in terms of socialization; TBT is somewhat isolationistic in practice as the student interacts with the computer and the program to achieve results—even discussion boards and blogs allow for a certain anonymity and limitation to social interaction. Mentoring is completely social as the student and their mentor have a one-on-one relationship around the curricula and career performance goals. In mentoring, feedback is immediate and beyond pure quantification; verbal tones and stressors, facial expressions, body language and the like provide both mentor and student with qualitative elements. TBT does none of these things—it allows for contemplation, wording and re-wording in a context of no other non-verbal cues. The advantage to TBT is convenience and standardization; for mentoring, it is social and personalized. In terms of disadvantages, TBT removes the human element—even a video is nothing like speaking with or hearing a person who is present—whereas mentoring enhances the human element. The magnitude of these advantages or disadvantages is likely best reflected in the personality of the adult learner. Some people simply react to non-personal, directed study better while others would prefer to have training from a professional directly. Both methods can be very effective as long as they are established within best practices guidelines. Best practices. There are best practices guidelines in both TBT and mentoring disciplines. In noting that instructors and institutions are increasingly using web sites “from strictly a communication tool, to a virtual adjunct that supplements a face-to-face course,” Ballard, Stapleton & Carroll (2004) quoting Sanders, opine that some elements of best practices in adult learning theory are “frequent contact…facilitating a cooperative learning environment, encouraging active learning, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning” (2004, p. 201). Implementing these strategies can help to ensure that the curriculum is retained and applied within the workplace. Similarly, mentoring has a set of best practices that emphasize the social nature of the method. One study of designing, implementing, and assessing mentoring programs noted such things as “focusing on building strong relationships between mentors and mentees, providing support and guidance for the mentors (especially in the early stages of relationship-building), adhering to prescribed design and implementation guidelines, and objectively evaluating outcomes” (Mccluskey, Noller, Lamoureux & Mccluskey, 2004, p. 86). Again, this standard of design for mentors shows the best way to get the most out of the adult learning process. Whether employing new methodologies like TBT or proven ones like mentoring, adult learning in the workplace is an evolving process. As shown here, what are seemingly opposite approaches have many similarities and efficacies. The key is to match the needs of the student with the design of the learning program. References ASCD (2009). PD In Focus. Retrieved February 19, 2009, from http://www.ascd.org/ professional_development/pd_infocus.aspx Ballard, S., Stapleton, J., & Carroll, E. (2004). Students’ perceptions of course web sites used in face-to-face instruction. Journal of Interactive Learning Research, 15 (3), 197-203. Martinson, K. & Strawn, J. (2002). Why skills matter for long-run success in welfare reform. Washington, DC: Center for Law and Social Policy. Retrieved from National Council of State Directors of Adult Education Web site: http://63. 117.44.95/publications/publications_home.html McCluskey, K.W., Noler, R.B., Lamoureux, K., & McCluskey, A.L.A. (2004). Unlocking hidden potential through mentoring. Reclaiming Children and Youth, 13 (2), 85-90. Merriam, S.B. (ed.)(2001) The new update on adult learning theory: New directions for adult and continuing education. San Francisco: Jossey-Bass. Sanders, W.B. (2001). Creating learning-centered courses for the world wide web. Boston: Allyn and Bacon Weinstein, M.B. (2002). Creating mentoring and coaching programs. Mentoring Adult Students. Chicago: DePaul University. Retrieved from American Society for Training and Development Web site: http://www.astd.org/NR/rdonlyres/ FA55FBDC-440B-42D7-B2CB-25BB8BF4E8E4/12364/creating_mentoring.pdf - 2009-02-18 - Text Version Wexley, K.N. & Latham, G.P. (2002). Developing and training human resources in organizations (3rd ed.). Saddle River, New Jersey: Pearson Education, Inc. (Prentice Hall). Read More