CDZ & Associates, Inc.

Renewed Interest

Learner-controlled instruction is different from the "independent study" that you experienced when you were back in school. And not only because it's delivered on a computer rather than on a paper media. Today, learner-controlled instruction is used as pre-work or for initial skill building before the learner heads into a learning laboratory. Then Managers act as a coach, guiding the learner through on-job activities that make their new skills operational.

By using technology to deliver the basics, training budgets can be used more effectively. Some multimedia training delivered on computers is excellent. But all too often, flashy computer-based training can disguise mediocre content that's based on outmoded instructional principles. It's no match for an old-fashioned "pencil-and-paper" program that's based on sound instructional design and modern adult learning theory. We specialize in ensuring sound instruction for both paper and computer medias.

How Adults Learn Differently

Adults learn differently than children or adolescents:

Adults prefer to control their own learning. They do not want to be told what to do.
When they can see a clear payoff, adults are naturally motivated to learn. They do not need to be coerced into it. But they do need to know "what's in it for me." Commonly referred to as "WIIFM."
Adult learning is problem-centered. Although adults sometimes like to learn new things just for the sake of personal growth, they are generally motivated by more basic concerns. They want to solve problems, and they want results now.
A window of opportunity exists when adults have a need for new skills or knowledge. If they can learn what they need to know immediately they will be more motivated, learn more, and retain it better and longer.
Adults already have a lot of experience. They like to make connections between new ideas and previous experiences. Those experiences can be a good foundation on which to build new learning.
Adults need feedback. They want to know how they are doing.
Processing what they have learned and assimilating it into their own behavior patterns are how adults own their new knowledge.

What Adult Learning Theory Means for The Training We Develop

Here are some specific ways that our training uses the principles of modern adult learning theory:

The training we develop is problem-centered; it is as relevant and specific as possible.

For each module, and even for the topics within each module, we state explicitly how participants will benefit from what they learn. The "WIIFMs" are clear for the learner.
For each module, we assess the gap between what the typical learner knows and what they need to know. The training will then be designed to help learners close that gap. They will learn just what they need to learn.
"Getting Your Feet Wet" activities allow learners to make use of their new skills and knowledge in a "safe" setting. They reinforce the learning and help participants translate it into action. A lot of the real learning comes when participants begin trying out what they have learned.
Connections will be made between new learning and what learners have already experienced in their jobs. They will be able to build on the foundation they already have.
Activities, exercises, and examples are all designed specifically for an adult audience. A generic program on Interviewing Skills, for example, might discuss questions that a manager would ask someone being hired to work in an office environment. Our customized material would focus on your issues. For example, a Customer Service Manager would ask a targeted question such as, "How would you handle a complaint regarding our best selling product from one of our largest customers?"
Each module features quizzes that help learners measure their progress. They will always know how they are doing so that they can watch their progress and see where they might need a little more time.
Distribution is as important as design and development. It needs to be easy for people to get the training they need, when they need it. The training should be available during each learner's "window of opportunity."

Key Advantages

Simple and cost-effective. Learner-controlled instruction can be technologically comfortable without being rudimentary. Later, once the content has been developed, tested, and refined, it can always be adapted for different delivery mediums.
More learning and better retention. People taking part in the learner-controlled instruction training will feel as though they are in control. They will see a clear payoff for their learning, and an obvious connection between what they are learning and what they have already experienced. They will see how new knowledge and skills can help them solve problems and do their jobs better. For measurement purposes, a certification checklist can be built into every module.
Focused, just-in-time training; getting training to the people who need it, when they need it. Even if the time and money required to travel to a group session were not an obstacle, managers seldom have identical educational needs at the same moment. People who learn something before they are able to use it will not retain it. And people who learn something after they need it will not have the knowledge and skills they need to learn their job. With this approach, people can learn what they need to learn, when they need to learn it.
Relevance and Specificity. No one will have to learn more than what they need, or something different from what they need. But neither will they learn less than what they need. Modules are designed specifically for your target audience.
People control their own learning. Participants will be able to decide for themselves when they start and when they finish. With their managers, they will decide what "Getting Your Feet Wet" activities they need to experience along the way. Participants will learn what they need to learn, when they need to learn it.
People are responsible for their own learning. Managers, mentors, and coaches will encourage and guide participants. In the end, however, people are ultimately responsible for their own learning. They will need to take some initiative if they want to learn. No one can do it for them. But when they succeed, they can also give themselves much of the credit. In a very real sense, participants are able to take charge of their own learning and take charge of their own careers.

What it Is and Isn't

Technologically comfortable, but not rudimentary
Independent learning, but not just isolated reading
Self-paced, but not free objectives
Just-in-time learning, not "just in case" learning
Relevant and practical, not theoretical and abstract