Incorporating Multiple Intelligence Into the Learning Environment

How Are You Smart?

Just as individuals have preferred methods of communication, behavior, leadership, and stress management, we also have a preferred way to learn.  Unfortunately, as educators, mentors, managers, and coaches, we often lose sight of the fact that when teaching others it is their learning preferences that matter most. As individuals, we tend to teach our employees, peers, and children the way we like to learn, without consideration of the preferences of our audience.

 

Consider the number of times you have had to coach someone on a specific task multiple times.  For some reason your teaching approach has not been as effective as you would have liked. Ask yourself this question, "Am I teaching them the way I learned the task, or the way they learn best?"  This video is an example of how to use multiple methods to convey information in order to achieve specific learning objectives while enhancing learner understanding and retention... 

 



Armstrong, T. (2009). Multiple intelligences in the classroom (3^rd ed.). Alexandria, VA: ASCD.

Gardener, H. (1999). Intelligence reframed: Multiple intelligences for the 21^st century. New York: Basic Books.

Lever-Duffy, J., & McDonald, J. B. (2011). Teaching and learning with technology (4^th ed.). New York: Pearson Education, Inc.
Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Leftwich, A. (2011). Educational technology for teaching and learning (4^th ed.). New York: Pearson
Reeve, J. (2009). Understanding motivation and emotion (5^th Ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Incorporating Development Competencies

Dividing and Defining Organizational Performance/Development Competencies

As an executive team, the first step is to determine and agree on the key performance skill sets (or competencies), required for an individual to perform successfully within in your organization.  The alignment of the executive team on this issue is as critical as it is on the company's mission, vision, values, business model, and strategic plan.



Remember, your team members, at every level, can participate in the selection and definition of your organization's core competencies.  Involving your high performers, for example, enhances employee engagement levels by reinforcing that they are valued contributors whose experience and feedback matters.

Also keep in mind, competencies can be updated, upgraded, or changed to reflect current organizational needs.  For example, in the beginning your organization may focus on developing customer service skills as you break into a new market. Over time the focus may shift from customer service to conflict resolution or negotiation skills as your employees continue to increase their fund of operational knowledge and skills. Reviewing competencies bi-annually is one way to ensure they are still relevant and reflect your organizational culture.

Incorporating Just-In-Time Learning Solutions

Supporting Learning and Leadership with Technology

Leaders frequently face the challenge of finding learning programs that enhance knowledge and skill levels effectively, while maintaining a reasonable budget and production efficiency. After considering the needs of the participants, one of the next concerns when creating a training and development program is to define thoroughly the learning outcome. Starting with the end in mind is hardly a new concept, but the way in which the end is achieved is changing. To maximize program effectiveness, leaders are finding the type and availability of learning resources has evolved from teachers, textbooks, and handouts to a growing need for online eLearning tools that meet the expectations of a multicultural, and multi-generational, workforce.

The Twenty-first Century Corporate Classroom

In today's business model, learning organizations lead their competitors because they promote development at every level of the organization, and are constantly looking for ways to improve how they do business (Senge, 1996). With multiple eyes analyzing processes, programs, systems, and tools, more information becomes available from sources closest to the issues. Here the true meaning of an "Organization" comes to life as individuals interact, sharing information openly, and collaboratively seeking innovative solutions to daily issues by leveraging the group's collection of diverse resources (Trenholm, 2011).

To be effective, a formal training program is not always the best developmental solution when companies frequently face tight deadlines and lean resources. Another concern is that often time complex issues require additional reinforcement after lengthy classroom time, while learners attempt to transfer newly obtained knowledge into applicable skill sets. Considering the competitive and often unforgiving pace of certain industries, delay can be both costly and damaging. In such cases, there may not be sufficient time to research, design, and implement a formal training solution, much less create additional asynchronous resources and tools. 

Learning Outcome 8

Demonstrating the ability to make informed decisions regarding the use of technology in support of learning and leadership is part of the role and responsibilities of a training manager and performance specialist. Both positions are responsible to create learning programs that fit the ever-changing needs of a growing organization. The Just-in-Time (JIT) learning model is a tremendous help in these situations. This informal, interpersonal mode of teaching, learning, and problem solving is effective and efficient while enhancing team acumen and morale because the group is actively engaged in achieving a common goal (Reeve, 2009). JIT learning is best utilized in an informal format, such as a facilitated meeting.

In this format, for example, the facilitator keeps the discussion focused as the group identifies issues, desired solutions, and existing gaps. The facilitator may then briefly introduce a new concept other organizations have used to resolve similar issues, providing data, specific examples, and other supportive materials for clarification. The group is then asked how such a process might be applied in this situation. A collaborative discussion follows exploring potential applications. Once a solution is found, the new process is introduced to the wider group, implemented, measured, and reviewed to evaluate effectiveness. The challenge is in capturing the meaningful discussions that create such a meeting, and make that information available to anyone who needs it at any time…

JIT Learning and eLearning Tools

A JIT learning program is devised and implemented to address immediate needs in a fast-paced environment. For example, imagine being short staffed for experienced workers. Productivity is down and your current workforce is overwhelmed.  Hiring skilled talent may not provide an immediate solution because the company has a formal, new employee training program that is at least two weeks long (regardless of experience or skill level). However, the training program has not been very effective due to inconsistent practices, so management is willing to reevaluate their existing training program. This was the situation recently facing one of my clients, and I was called in to perform a needs analysis and make some recommendations (Figure 1).
 
Figure 1: Just-In-Time Learning Solution with eLearning Resources

A blog was established so learning groups could post best practices, data, and program measures between shifts as transitional skills were applied to new tasks in an effort to develop both skill and team acumen. Other eLearning resources were created to augment the development program for experienced and the novice alike, such as bubbl.us process maps and tutorial videos using Jing. For example, a brief video was created to demonstrate how a JIT solution and eLearning resources were applied to reduce new hire training time by as much as 2/3, while improving safety, reducing workload, and enhancing their overall training program.






Video 1: Just-In-Time Solution Example

Conclusion

JIT learning programs are enhanced by eLearning resources that provide an asynchronous quality to the curriculum. Since most organizations today have at least one element of a virtual team (e.g. shift workers, remote employees, multiple time zones, etc.), incorporating online tools is essential for reinforcement and review of key learning principles. Leaders rely on eLearning tools such as Jing, Blogger, bubbl.us, and countless others to improve learning outcomes.

Reference

Nettles, D. E. (2014). Incorporating just-in-time learning solutions. Retrieved from: http://unou112.blogspot.com/2014/08/incorporating-just-in-time-learning.html

Nettles, D. E. (2014). Image: Just in time learning solution. Clinton, IA: Ashford University

Nettles, D. E. (2014). Video: Just in time learning solutions. Retrieved from: http://screencast.com/t/hfQi5ZcLtbMS

Reeve, J. (2009). Understanding motivation and emotion (5^th Ed.). Hoboken, NJ: John Wiley Sons, Inc.

Senge, P. M. (2006). The fifth discipline. New York: Random House

Trenholm, S. (2011). Thinking through communication (6^th ed.). New York: Allyn & Bacon