Self-Directed Learning Workshop

Background and Content

In the pharmaceutical industry a lot is left on the individual representatives shoulders when it comes to dissecting new information given to them by their respective companies. There are many new initiatives and marketing messages that revolve around new compliance guidelines, patient types and cost saving measures. The medium of this information is handed down through a number of sources including webinars, binder style modules, classroom training and online modules. Much of the day to day field work and even the pre-work leading up to live training sessions are self-paced, fostering an environment of adult learning that allows the learner enough rope to weave a web of knowledge or enough to get themselves caught in a knot. The motivation of this training is to educate and diagnose what type of self directed learner the participant is and help them set goals around any future selfdirected modality they may come across in their job and apply what they have learned, creating a more efficient, thoughtful and productive representative. The course and its content were designed to be a turnkey workshop in a box and applicable within the scope of the pharmaceutical business world but could easily transfer over to any group that works in a self-directed capacity. It is two courses in one; the actual presented content that exists for the participants and the application of theory for the instructor. By utilizing different cognitive theories that are apparent only to the instructor in the guide will allow for direct observation of the theories at work. By offering this unique perspective the instructor can take future workshops and apply some theories that work well in their groups. The

session also strives to increase learning transfer, which is the longer-term application within the participants jobs, or even personal lives. It covers an hour of time, which is typical of a standard workshop that a team would complete when they meet in person, however, it has the flexibility to be administered via teleconference as well. The contents consist of the following: -Editable course syllabus -Self-Directed Learning survey (to be taken at the beginning of the session or as pre-work beforehand) -PowerPoint on Self-Directed Learning (in separate document) -Instructors Guide with theory

Course Syllabus
Facilitator: Sean ODonohue Sales Trainer 970-691-3035 seanyod@yahoo.com 9:00-10:00am, February 18th, Dallas Center Marriott This is a one hour workshop that is designed for pharmaceutical representatives (or any business professional) to become more self-directed in self paced learning activities. Instructor led in live classroom setting

Time/Date/Location: Course Description:

Mode of Delivery: Facilitator Role and Responsibilities:

To lead engaging discussion within the small group. It is my personal goal to have every participant leave with a solid understanding of their self-directed score and be able to transfer that to their job. To create an open and fun atmosphere that allows for a comfortable learning environment.

Participant Expectations:

To participate in discussion and activities within the course. Remain open-minded and respectful of others personal results. Complete any pre-work associated with the workshop.

Required Pre-Work:

Completion of Self-Directed Learning Survey.

Instructor Resource Guide

The instructors guide is designed to follow accompanied PowerPoint. At points within the guide, theory and learning transfer tenants will be highlighted in yellow, these are solely for the instructor and will give a visual cue as to when to make observations and assess the applicability of various adult learning theories and principles.

Intro
Utilizing varied teaching techniques involve the learners more; dont be afraid to do this! Novelty can separate your instruction from other instructors and give you that edge that allows for a more memorable lesson and, hopefully, better application achieving increased learning transfer.

Learning transfer is the use of skills and knowledge acquired in one situation or setting in a different environment. (Kaiser, Kaminski, Foley, 2013)

There are many ways to instruct a novel lesson including: humor, movement, multisensory instruction, games and music. (Sousa, 2011) Consider using one or more of these techniques. The notion of scaffolding is effective as well, essentially you are supporting your lesson with resources that allow the learner to climb to the final concept. Scaffolding is a combination of ensuring that the learning environment, instructional plan, supporting resources and instructional delivery are structured in a manner that best supports learning. (Kaiser, Kaminski, Foley, 2013)

Keep this in mind as you move through this lesson as it is designed to lead the learner along a path that ultimately creates a fulfillment of a goal at the end. Are there areas within the lesson you could set up a more effective scaffold for your group?

Slide 1: Title Slide

-Ask the group if there is anything they wish to get out of this hour that may help them when it comes to self-directed learning. Have the participants flipchart or blackboard these goals for the learning session that can be addressed at the end. Some questions to jump start the activity would be What is self directed learning? and Describe why self-directed learning is important? When adults can take stake in their own learning and help create the direction they will learn more effectively. Furthermore, it will create a cooperative learning environment, which allows for increased learning between students, learning from their experiences. One might readily notice that cooperative learning can be used in conjunction with other techniques. (Kaiser, Kaminski, Foley, 2013) The instructor needs to be cognizant of time when employing this theory as allowing so much free interaction the lesson can get off track quickly. Also keeping scaffolding in mind this is a good time to ask if everyone is comfortable in the environment.

Slide 2: Agenda
-Review agenda for the class; encourage open and flowing conversation as a cornerstone of the hour. Nobodys ideas should be scoffed at or judged. The overarching goal is for the participants to understand what type of SDL learner they are and move towards becoming a better one. The environment should be free of threat and intimidation. How the instructor reacts to a participant heading in the wrong direction can make or break an entire learning session. The teachers capacity to humiliate, embarrass, reject and punish

constitutes a perceived threat. (Sousa, 2011) It is important to set expectations not Creating a positive learning environment for the instructor: -Exhibit genuine interest and commitment to learning -Analyze their own thinking processes and classroom practices and explain what they do -Change their own positions when evidence warrants it -Are willing to make mistakes -Allow learners to participate in setting rules and making decisions related to learning and assessment -Encourage learners to follow their own thinking and not just repeat the instructors views -Allow learners to select assignments and activities from a range of appropriate choices -Prepare and present lessons that require higher-order thinking to achieve learning objectives. only on the instructor side but the participants side as well.

Slide 3: Overview of SDL

-Brief history of SDL. Below is some supplemental information regarding the bulleted topics on the PowerPoint if time allows:

-Many Greek philosophers employed speaking engagements where they would hold lectures for those who wished to learn. Many of the great philosophers learned from each other but this stemmed from their own thirst for knowledge,

-The study was done among 22 adults from various backgrounds. It was conducted with a pre-screening of two questionnaires, one introducing the

subjects to the study and another consisting 19 other questions and sub questions that probe into what the persons interpretation of an adult learner is. Dr. Houle then put them into the 3 groups, goal oriented, activity related and learning oriented. (Allen, 2012)

-Scoring system meant to measure the complex attitudes, abilities and characteristics that comprise readiness to engage in self-directed learning. The tools has been used by more than 500 major organizations from around the world and more than 300,000 adults and 10,000 children have taken the Guglielmino SDLRS. It is the most widely used instrument of its kind in the world and it has been translated into more than 22 languages. (Guglielmino, 2012)

Slide 4, 5 & 6: Garrisons model

Self-Management -Formal vs. Informal- Formal is more traditional learning settings (ex: this workshop) and informal is often the learner seeking out information (ex: going home after this workshop and looking up other resources on SDL). It is important to differentiate the two because the context in which we learn can affect the learning itself. The learner will be able to take better control of their individual setting, creating attainable and appropriate goals if they realize how they typically prefer to learn.

Question to Participants: Can I have some examples of formal and informal lessons that may exist within the same subject? How could you change your self-management within the subject? If you know something about a subject how do you learn more about it?

Invoking transfer by connecting what the learner knows to other new learning and context (Sousa, 2011) is known as bridging. Bridging is a link to past knowledge and the questions above are all designed to make these links.

Self-Monitoring -An effective SDL student will have some checks and balances in place for their learning. An example of self-monitoring can be built into a lesson (i.e. knowledge checks after a chapter or chapter reviews) or can be self-directed. Some will even create their own learning contracts for themselves. During set review times the students goal is to gauge if they have received and dissected the information given to them appropriately enough for the end means. A large part of Self-Monitoring stems from self-management and the leaner should be periodically thinking: -Where does this apply? -Will I be responsible to recall this information later? -What can I do with this information and is it important enough to spend more time and effort learning?

Discussion Point: Give me some examples of a time where you thought not much effort was necessary to dedicate to something and you found just the opposite and how would self-monitoring help you with this?

Self-Motivation -This is the driving force behind anything we choose to do. The motivations of people can cover a wide range from negative vs. positive, selfish vs. altruistic, or forced vs. voluntary. It is important to keep in mind that the motivation may not even be appropriate to share with others. It is also a good to ask the question of the group what motivates them. A great exercise to do if time permits is have each person write down somewhere what their true motivations. The goal is to truly boil down the reasons. For example often times money is a reason, the question should be posed why do you need money? That answer is often getting closer to the true motivation. Discussion Point: Ask participants to share with the group some ways they harbor motivation while learning and what keeps that motivation high.

The exercise above is a good example of purposeful reflection within the subject of self-motivation and self-monitoring.

Purposeful reflection consists of writing down a reflection that helps the participants stay engaged in the lesson by, asking learners to draw relevance between the subject covered and one of their life experiences (Kaiser, Kaminski, Foley, 2013)

It creates a stronger link between the subject matter and the participants. The same exercise can be repeated at the conclusion of the workshop as well but should create an experiential link instead of just bulleted points on what was learned. An example of a purposeful reflection topic at the end would be, Knowing what you know now about SDL tell me about a time when you could have applied some more self-directed learning in a business workshop and explain how it could have benefited you

Slide 7: Application
(Ask the participants to take out their surveys) -Ask the participants to total their combined score and compare their personal results to that on the graph. The next 30 minutes is meant to be a round table discussion about the results. A goal of the instructor could be getting at least one person from each triad to volunteer information with the class. There are a lot of side activities you can do with this information below are some ideas. The goal is to encourage rich discussion with personal examples and opinions of how the students feel about the results and if they feel like it is valid and accurate. -It is an interesting side activity to record whom falls into what category and see if there is a true bell curve in the room. If it is skewed one way or the other what does this tell us about your given industry? Does the class think this is an accurate representation of the general public? Of their industry?

-If a board or flipchart is available to write on ask the group to brainstorm how people learn (see below for a list of examples) After the list is compiled

go back through the list to see which one could qualify as SDL pointing out all the possibilities and ways to SDL will help to empower the students by simply seeing where they have already applied SDL maybe without even thinking about it.

-Have the participants split into their respective categories and then create smaller groups consisting of one member from each triad. Have them discuss these three questions together. Are you happy with your level of Self-Motivation, Self-Monitoring and Self-Management? -If you could improve on any of these three categories where would it be and why? -Which one of these categories do you consider yourself strongest in? What piece of advice can you give to the group in regards to this facet of SDL?

Slide 8: Goals
-Review each of the triads with the group and encourage discussion around each one. During this segment there are some clearly defined general goals that are on the slides but the true goal is working towards the participants creating their own goals that are actionable. As you are reviewing the slide pose some questions to the group such as: -What are some ways to achieve these goals on the slides?

-Think about yourself here how do you know if you have accomplished this goal? -Where else could you apply your strategy other than work? This is setting up for learning transfer, or the application in their jobs or lives. Remember, learning transfer happens when the learner applies a skill they have learned to their job or another task at hand. This is also a good time to use the previous exercise of purposeful reflection.

Slide 9: Goal Setting

-Give the group some time to formulate their own goals. If the group is small enough let them vocalize if it is appropriate and they are comfortable with it. Suggest that they keep the goal somewhere they can refer back to it such as a sticky note in their car, on a mirror at home or even as a reminder in their smartphone. -Below are some ways of learning that may help the participants set goals when it comes to self-directed learning. Learn by being told -- through lessons, lectures, presentations. Learn by being shown -- from examples, demonstrations, and models. Learn from an on-line or distance education course. Learn by observing intensely. Learn by studying books or other print resources. Learn by asking someone what you want to know. Learn by searching the Internet. Learn by imitating a skilled performance. Learn by practicing repeatedly, especially coached practice. Learn by mentally rehearsing. Learn by seeking direct experiences. Learn by conducting an experiment. Learn by taking action in the field, by doing it. Learn by working cooperatively with others as a team. Learn by teaching someone else. Learn by teaching yourself.

Learn by studying media: videos, CDs, tapes, and DVDs. Learn by preparing a public presentation. Learn by working or studying with a mentor. Learn by trial and error. Learn by dramatization, by acting it out. Learn by grouping, categorizing, and clarifying. Learn by forming concepts based on evidence and reason. Learn by creating conceptual maps of relationships among items or ideas. Learn by picturing -- by seeing and recalling things that are. Learn by visualizing -- by imagining things that might be. Learn by thinking metaphorically: link the known to the unknown. Learn about ideas by connecting them to what you already know. Learn from failure how not to fail; from success, how to succeed. Learn from simulations. Learn by taking a job that requires the performance you seek. Learn by thinking for yourself -- forming opinions, reaching conclusions. Learn intuitively: discover what you know instinctively. Learn by competing with others. Learn by playing spontaneously or in games. Learn from observing yourself: your thoughts, emotions, and actions. Learn by striving to achieve an ambitious goal. Learn from reflection and contemplation in solitude. Learn from travel -- new places, new people, new activities. Learn by doing what has moral value (for example, helping others). (Gibbons, 2012) The list here is not comprehensive but it is a good launching pad for ideas. If time allows an effective way to engage the group and help them have a stake in their own learning is would be to have them come up with their own was of learning.

Wrap-Up
Review the goals set before the session and check in to make sure the session met these goals. Asking the group to suggest some improvements and voice their likes and dislikes would be an effective way to evaluate the session and explore future improvements.

Sources
Allen, Joseph. "A Review of Cyril O. Houles The Inquiring Mind: A Study of the Adult Who Continues to Learn." Web. 25 Apr. 2012 Gibbons, Maurice. "Ways to Learn." Self Directed Learning. Personal Power Press International. Web. 27 Apr. 2012. <http://www.selfdirectedlearning.com>. Guglielmino, Lucy, and Paul Guglielmino. "Guglielmino & Associates." Guglielmino & Associates. WordPress. Web. 27 Apr. 2012. <http://www.guglielmino734.com/>. Kaiser, L. M. R., Kaminski, K., & Foley, J. M. (2013). Learning transfer in adult education. New Directions for Adult and Continuing Education, 137, Spring 2013. Merriam, Sharan B., Rosemary S. Caffarella, and Lisa Baumgartner. Learning in Adulthood: A Comprehensive Guide. San Francisco: Jossey-Bass, 2007. Print. "Self Directed Learning ED624 - SDL Home." Review. Web log post. Self Directed Learning ED624. Web. 27 Apr. 2012. <http://edu624sdlsp12.weebly.com/index.html>. Sousa, D. (2011). How the brain learns. (4th ed.). Thousand Oaks, CA: Corwin.