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I have been modifying the blended learning process chart as well as creating call guides and training guides to be used by trainers and training coordinators during each step of the blended learning process. Since some details of the calls and training contain proprietary information, I have replaced the actual call guides with outlines for inclusion in this web site.  I feel I need to have these documents available before I meet again with the Manager and Training Coordinator.

Reflection
Why do I feel that I need to have the documents completed before my next meeting? I believe that both individuals I am meeting with are detail oriented and will want to explore ever aspect of the material. Since the Training Coordinator must actually perform each of the calls, she will be very concerned that each call guide has every element that must be covered during the call as well as guidance on different contingencies.

Why do I think think that this will be the focus of the Training Coordinator? I have observed this particular Training Coordinator and I know that she likes to have a full understanding of every action and communications point needed on every call. Without this level of detail, she will not be able to progress to a point where she can offer feedback. Therefore, I know I must provide her with the right level of detail that she needs to learn the process and call guides and then make effective feedback.

Why is she like this? As an adult leaner she appears to be task orientated. This orientation requires a step by step approach to problem solving. The "problem" that she will be tasked with in a future meetings will be to provide quality feedback to the overall process and call guides.

Why am I modifying my approach to accommodate the learning needs of my stake holders? In the past I have seen many colleagues and upper managers disregard the learning needs of the people that they communicate with and proceed with "info dumps" of material and expect the other person to just figure it all out and provide quality feedback. I have also observed other colleagues and senior managers present information for similar projects in a manner that makes it easier for adult learners to understand. This second group of colleagues and senior managers tend to:
  • explain why the change is important
  • review the tasks to be performed
  • allow the learner to perform the tasks
  • allow the learner time to learn on their own and make mistakes 
  • receive feedback at each stage
Who gets the best results? The colleagues and senior managers who treat projects as a shared learning experience and who apply adult learning concepts to their interactions have stakeholders who provide higher quality feedback and who are more likely to advocates for the new processes.

Because of these observations from past work experiences, I try to provide material that help support adult learning elements described in the previous paragraph.


 





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