Box checking can be a good thing! Yes, we know it is something you’ve grown tired of, but this time it has a little different feel. We think you may actually learn a little more about yourself in the process. You may also learn a little more about what works when it comes to training and what doesn’t. So lay aside those box checking prejudices and have a go at it.
In 1984 Malcolm Knowles, an American Educator, suggested four principles that apply to the way adults like to learn. See if these ring true for you.
Adults need to be involved in the planning and evaluation of their instruction.
Adults don’t appreciate being told what to do. They like to have a say in their training experience. After all, they are adults; able to make informed decisions. What this means is that we need to involve people in their training. It only makes sense since they are the ones who will be listening, reading, or flying in order to learn. It only makes sense to ask for their input or opinion on what they need. And we can’t forget to ask for feedback when the training is complete. Was it worth their time? Did it help improve their skill? Was it money well spent? Involving people in the process is a key element of making training meaningful for adults.
Check the box:
Yes, I am involved in the planning and evaluation of my training.
No, I am rarely asked for my opinion or input.
Experience provides the basis for the learning activities.
Adults have an ever increasing reservoir of experiences that they bring with them to training. They enjoy relating those experiences and learning from the experiences of others. This means that training activities that center around discussion, testimonials, case studies, and scenarios are better suited for adults. Memorization of facts has its place, but we need to get people talking and sharing what they know with others.
Check the box:
Yes, my training centers on practical experiences and learning from others.
No, my training centers mostly on memorization of facts .
Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
Adults need to be able to tie what they are learning into their everyday life. If the information or skill isn’t something they will use in the cockpit or on the job, then they are going to find it hard to retain what they’ve learned. An endless array of bullet points without any practical ideas of how to implement the information breeds apathy. Adults need concrete examples of how to apply what they have learned. They also need training that is pertinent to their operation. One size doesn’t fit all when it comes to aviation training. Adults want training that is tailored to their needs and those of their department.
Check the box:
Yes, when I am finished with my training I know just how to apply it.
No, my training doesn’t seem very practical.
Adult learning is problem-centered rather than content-oriented.
Too often we view training as an opportunity to pour into people’s heads as much information as we can possibly give out in an hour long session….or maybe even two hours. Just filling people’s heads with facts is not learning or training. It is just an information dump. Adults want information in order to solve problems. Scenarios and simulations allow pilots to solve problems and store information in long term memory through repetition, trial and error, and experience.
Check the box:
Yes, my training lets me practice with lots of scenarios and simulations.
No, my training feels more like an information dump.
So there you have it. That’s how adults like to learn. As we analyze the aviation training industry and our own training programs, let’s promote these principles. Perhaps it’s time for us to all start thinking “outside the box”. If you’d like some help, we enjoy problem solving and working with people to create training that is meaningful, practical and enjoyable. If you’ve been implementing these principles, leave some of those good ideas in the comments.
This piece is based on an article by Christopher Pappas.
I couldn’t agree more concerning the concept of “information dumping”! Business aviation training has fallen into the rut of simply having a “subject matter expert” gather a load of information and dump it into a power point. We end up having to sit through a grueling session of slide after slide, bullet point after bullet point; with the inevitable brain dump 45 minutes later. It’s almost like a brain laxative.
The concept of developing and mastering skills through a process of positive knowledge transfer, and practical applications of that knowledge has almost been lost in continuing professional education.
Evidence based training is a critical next step for the business aviation industry. We need to understand our operational risks, and focus our attention to mitigating those risks through targeted and realistic scenario based learning sessions. I, for one, have been advocating for this change for 5 years now and am encouraged to read your blog and see that there are others out there that believe as I do! We need to stop checking the box!
It is leaders like you, Steve, who give our industry hope and practical ways to implement true learning strategies.