Every day, employees face challenges, problems and opportunities.
Typically, they require difficult decisions to be made within a short time span.
Typically, they all hit at once.
Typically, there is no right or wrong solution, but multiple solutions requiring the skill of discerning outcomes and implications in order to make the best decision.
What if training was like that? What if training was like the real world?
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What if competencies and behavioral skills were learned using an application that challenged trainees to apply those skills to situations that mimicked the employee's every day work environment?
In this paper, a problem-based training approach (PBT) is offered that is distinguished from action learning or case study learning. PBT engages employees through applying a different style of training. PBT is an adaptation of the principals of problem-based learning, an adult learning methodology common in academic arenas.(See reference 1.) The uniqueness of PBT is found in the modification of the academic classroom oriented learning methodology to the dynamic and diverse needs of corporate training.
PBT meets conditions defined as optimal for adult learning.(See reference 2.) In a training environment, these conditions would include:
Freedom of expression and an acceptance of differences. An environment where trainees perceive the goals of the learning experience to be their own goals. A culture where trainees accept a share of responsibility for planning and operating the learning experience and therefore have a commitment to it. A company where trainees participate actively and sense progress towards their own goals.
How does PBT differ from other training models?
In PBT, problems are created around specific learning objectives written to measure select competencies and behavioral skills. Thus, employees not only learn how to problem-solve, but learn competencies such as managing conflict, planning and organizing or developing talent.
Using simulations to teach is not unique to PBT. There are several learning models that use problems within their curriculums. They include case study learning where the material learned is applied to solve a simulated problem, action learning where a problem is presented to a select group of management trainees, and problem-based training. A comparison of each of these as well as a comparison of PBT to a traditional learning approach may help clarify the uniqueness of the PBT method.
Traditional Training Contrasted with PBT
Similarities: Traditional Training to PBT
Employees develop knowledge required by their job position.
Employee gain familiarity with resources, policies and procedures relevant to the job.
Differences: Traditional Training to PBT
Process goal: The goal of traditional training is to teach employees the knowledge, policies and procedures required for their job position. In PBT, the goal is to learn to solve problems by applying resources, policies & procedures to a wide range of situations likely to be encountered in the workplace.
Delivery of knowledge: In traditional training classes, information is given to the employee first, generally through a lecture, video, or e-learning module. The information always precedes quizzes or opportunities to apply their knowledge to work related situations. In PBT, a problem is presented prior to delivery of information needed to solve the problem. Knowledge is acquired as the employee self-identifies the process, the resources, and the best solution to the problem. The problem always precedes the delivery of information.
Learning concept: in traditional training classed, employees apply what was taught. In PBT, employees learn through struggling to solve problems.
Collaboration. Collaboration is not a feature of traditional training. Although use of teams is preferred in PBT, it is not required.
Use of resources: In traditional training classed, the resources or training content is delivered by the instructor. Employee then is tested to apply that content correctly. In PBT, identification and use of resources is self-directed according to what the employees decide they need to know in order to solve the problem.
Direction: Traditional learning is directed by an instructor. The "learned expert" imparts knowledge to the novice trainees. The PBT process is self-directed with a coach as a guide to ensure teams continue to refine their solutions until they attain a best practice solution.
Evaluation: In traditional training, evaluation methods vary. In PBT, multiple solutions are possible. Learning the process of problem-solving is more important than getting the best practice solution.
Case Study Learning Contrasted with PBT
Similarities: Case Study to PBT
Requires employees to tackle real world problems.
Places employees in problem-solving roles.
Develops critical thinking skills.
Develops analytical skills.
Differences: Case Study Training Contrasted to PBT
Process goal: The goal of case study is to apply knowledge to solve specific workplace problems. The goal of PBT is to learn to solve problem by applying resources, policies and procedures to specific workplace problems.
Delivery of knowledge: Knowledge in the case study method is given to the employee first. It precedes the case study. In contrast, in PBT, the problem is presented prior to delivery of information needed to solve the problem. Knowledge is acquired as the employee self-identifies the process, the resources, and the best solution to the problem. The problem always precedes the delivery of information.
Learning concept: In case studies, employees apply what was taught to a problem or case study. In PBT, employees acquire the knowledge as they struggling to identify resources and apply them to solve the problem.
Use of resources: In case study, resource materials are delivered in some format by instructor prior to application stage. Employee then applies the resources to the problem. In PBT, identification and use of resources is self-directed according to what the employees decide they need to know in order to solve the problem.
Collaboration: Case studies may or may not involve collaborative learning. PBT is usually a team process, although internet applications have allowed it to be an individualized training method too.
Direction: Case study is highly directed by an instructor. PBT is self-directed with a coach as a guide to ensure teams continue to refine their solutions until they attain a best practice solution.
Evaluation: In case study training, evaluation methods vary depending on the model. In almost all models, the end result is what is used to assess learning. In PBT, multiple solutions are possible. Learning the process of problem-solving is more important than getting the best practice solution.
Action Learning Contrasted with PBT
Many corporations are using a leadership training program called Action Learning.(See reference 3.) Although both these programs focus employees on real world problems, there are unique features to each as shown in the table below.
Similarities: Action Learning Contrasted to PBT
Work is usually done as a team rather than individually.
Employees are challenged to resolve real world problems.
Encourages collaborative learning.
Promotes global visioning: seeing the big picture and implications of decisions made.
Promotes development of critical thinking skills.
Promotes development of analytical skills.
Differences: Action Learning Contrasted to PBT
Goal: The goal of action learning is to develop a strategic action plan. Typically this is business process improvement oriented. In PBT, the goal is to learn to solve problems by applying resources, policies & procedures to a wide range of situations likely to be encountered in the workplace. Focus: Action learning addresses large scale business challenges. Typically problems are written to be business process improvement oriented. The focus of PBT ranges from day-to-day problems typically experienced by entry level employees to large scale problems faced by management. Learning concept: In action learning, finding a best practice solution to the problem is essential for completion of the task. In PBT, learning a problem-solving process that can be used with any workplace problem is more important than finding a solution to a specific problem. Participant selection: Action learning pulls together the top performing company individuals and/or potential senior executives; most often individuals on the team start out with similar levels of expertise although they bring different backgrounds to the process. PBT works well at the management level, even when teams are from diverse background levels of experience. The more experienced employees become a human resource for the less experienced ones. Not limited to management level. Has been applied to new and inexperienced employees hired in starting positions in retail sales. Direction: Action learning is more highly directed by a coach than PBT.
In conclusion, PBT teaches employees a problem-solving process. This process can be applied to train employees on any competency or behavioral skill. It empowers trainees by putting them in control of their learning process. It is challenging and messy. It is like the real world, where answers are not right or wrong, but appear in shades of grey with complex implications associated with each solution. Learning to analyze problems and apply corporate policies and resources in order to identify the best solutions is a necessary skill for managers in today's fast-paced world. It's time that employees learn to problem-solve.
References:
Martin, F & Saljo, R. 1976. On qualitative differences in learning: I-Outcome and process, British Journal of Educational Psychology, Vol. 46, pp 4-11. Knowles, ME. 1980. The Modern Practice of Adult Education, Cambridge/Prentice Hall. Marquardt, M. 2004. Harnessing the Power of Action Learning, Training & Development Magazine, pp 26-32.
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