cstd 2011 practice makes perfect revisted
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Presentation from CSTD national conference November 2011TRANSCRIPT
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Practice Makes Perfect RevisitedNew ways to use practice
and feedback to build expertise
CSTD ConferenceNovember 17, 2011
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Practice in the Popular Press
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The Original Research
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Practice Makes Perfect (or does it?)
1. What is expertise? What truly separates experts from novices?
2. How is expertise developed? (Hint: It’s all about the practice)
3. Implications for Training and Development How can we use this research to improve our effectiveness
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Agenda
What is expertise? How is expertise developed? The new practice Implications for the learning professional and
the training function Q&A
What is Expertise?How expert performers differ
from novice performers
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What Defines An Expert?
They perceive more They know more They plan, reflect and adjust more
quickly They use networks more
effectively They draw on tacit knowledge and
practical intelligence to solve problems
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The Novices to Expert Progression
Expert
Proficient
Competent
Advanced Beginner
Novice
Tacit Knowledge
Explicitknowledge
Part of the system
Detached Observer
rules
intuitionInformal learning
Formal learning
Considers everything
Sees patterns
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The Neuroscience of Expertise
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The Limits of Experts
Difficulty articulating tacit knowledge Expertise blinders Individual accounts of expertise are often
unreliable
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Agenda
What is expertise? How is expertise developed? The new practice Implications for the learning professional and
the training function Q&A
How is Expertise Developed?
How experts develop their exceptional skills, knowledge and
practical intelligence
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How Expertise is NOT Developed
Innateabilities
General abilities
Experience
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Deliberate Practice
Years of effortful, focused practice on authentic tasks in an environment of continuous feedback and support, accompanied by self- reflection and correction
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Essentials of Deliberate Practice
Highly demanding
Designed to improve
performance
10,000Hours
Repetition
Immediatefeedback
Reflectionand
adjustment
Authentic Tasks
Personal Motivation
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Tichy’s Learning Zone
Deliberate practice is demanding and requires high levels of focus and concentration….
…but the task must not be beyond reach
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Essentials of deliberate practice
Highly demanding
Designed to improve
performance
10,000Hours
Repetition
Immediatefeedback
Reflectionand
adjustment
Authentic Tasks
Personal Motivation
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Repetition with Continuous Feedback Avoids Plateau
Plateau
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Essentials of Deliberate Practice
Highly demanding
Designed to improve
performance
10,000Hours
Repetition
Immediatefeedback
Reflectionand
adjustment
Authentic Tasks
Personal Motivation
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The 10,000 Hour Rule
Deliberate practice X 10,000 hours = Expert performance
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10,000 Hours to Expertise….Really?
Task Variety
Task Standardization
Knowledge Work
Craft Work
TechnicianWork
RoutineWork
1,000 hrs. 10,000 hrs.
Explicit Knowledge Tacit Knowledge
Formal Learning Informal learning
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Essentials of Deliberate Practice
Highly demanding
Designed to improve
performance
10,000Hours
Repetition
Immediatefeedback
Reflectionand
adjustment
Authentic Tasks
Personal Motivation
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UPS Driver Training
What elements of deliberate practice do you see?
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Deliberate Practice at Work
Feedback
Action
Reflection
Plan/Adjust
Domain Knowledge
Tacit Knowledge
Practical Intelligence
Performance goal
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Agenda
What is expertise? How is expertise developed? The new practice Implications for the learning professional and
the training function Q&A
T&D ImplicationsBuilding expertise with new
approaches to practice
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Supporting the Deliberate Practice Cycle
Feedback
Action
Reflection
Plan/Adjust
Domain Knowledge
Tacit knowledge
Practical Intelligence
Performance goal
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The New Practice
Action learning Cognitive apprenticeship Communities of practice Simulation Feedback in the workflow Job assignments with coaching
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Action Learning
A Problem An Action Learning team. An action taken on the problem A process of guided questioning and reflection An Action Learning coach Action learning sets
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Guided Experience in Management Development
Experiences(from managers)
Concepts (from resources)
Reflection(individual/group)
insightsand learning
Application(on job)
Impacts(on organization)
Adapted from Mintzberg, Managers not MBA’s
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Cognitive Apprenticeship
Teach novice employees the mental processes experts use to solve complex problems or tasks.
Targets cognitive and meta-cognitive skills
Makes thinking and problem-solving processes visible and open to reflection and modification.
Experts coaches and support novices as they learn solve problems in context
Scaffolding is a gradual release of support as novices build skill
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Communities of Practice (CoP)
Community of Practice
A group of people who share a concern, a set of problems, or passion about a topic, and who deepen their knowledge and capability for action through interacting and collaborating with others in the community on an ongoing basis
DomainThe professional field of work and areas of problem solving and
innovation
Community The people that
participate in the community and their corresponding roles
(formal and informal)
Practice The work of the
community. Actions, knowledge
repositories, and learning generated in the course of working
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GK Community of Practice
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Informal Learning Assets and CoP
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Simulation
Surrogate for experience
Embedded in context Deliberate practice
with authentic tasks Learning by doing
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Image of our simulation
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Feedback in the Workflow
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Developmental Assignments with Coaching
Challenge driven assignments
Action oriented Coaching feedback Reflection Builds tacit knowledge and
practical intelligence
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Summary
Expert performers have highly refined perceptual skills, domain knowledge and practical intelligence
These skills are developed through years of targeted and deliberate practice
The elements of deliberate practice can be supported and enhanced by providing resources to support each element in the deliberate practice cycle
The methods transcend the formal/informal learning debate
New methods of practice support learning more effectively than learning exercises designed for traditional classroom training
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