Created by Shannon Lutz
April 13, 2019
How People Learn discussed that “learning cannot be rushed; the complex cognitive activity of information requires time” (Bransford, et al., 2000, p.58). This causes me to reflect on my personal learning theory from a class in my graduate program at Michigan State University. When I first began working in learning and development, I had very little understanding on how to use the information in the real world; however, as I put more time into my own learning about this domain, I became an expert. For example, in learning how to paint, I began with very little knowledge. I knew what a canvas was and how to hold a paint brush, but didn’t understand strokes and how to make colors blend and come together into a piece of art. Without even realizing it, I began putting my knowledge into practice and connecting my learning.
Learning is a process that builds on prior knowledge and requires time and practice to make the transfer effective, and it is much more successful when the student is “engaged in a ‘deliberate practice’ that includes active monitoring of learning experiences along the way” (Bransford et. al, 2000). Formal mentorship programs are good ways to promote lifelong learning because these programs involve connecting employees with experienced colleagues or experts in their domain. I chose to propose a cross-training program for our staff so they could build on their prior skills and learn about the roles and responsibilities of the other departments involved in the award lifecycle in research administration. It is important to create well-rounded experts in this domain and increase the number of qualified research administrators at Michigan State University (MSU).
How People Learn (2000) discussed the importance of students monitoring their own learning and actively evaluating strategies and current levels of understanding. I chose to have the staff document their experiences and any new findings or procedures for use in improving training for future and new employees. “Identification occurs with another person (the model) and involves taking on (or adopting) observed behaviors, values, beliefs and attitudes of the person with whom identifying with” (McLeod, 2016). The goal of this cross-training program is to create trainers who are more knowledgeable in research administration who can then use their expertise to create effective instruction for the Essentials in Research Administration (ERA) training series. Therefore, using a combination of observational learning and social learning encourages the trainers to learn and imitate the desired behaviors needed.
This cross-training program will create well-qualified central research administrators with a new perspective and appreciation for how both the pre- or post-award offices operate and increase their knowledge of the domain, itself. This initiative will also aid in integrating all departments involved and create a community of employees who have expertise in research administration and can network to share challenges and learning experiences to improve future ERA training sessions at MSU.
Click on the image below to see the PDF version of the SPA Cross Training Proposal
References
Bransford, J. L., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind,
experience, and school (Expanded Edition). Washington, D.C.: National Academy Press.
McLeod, S. (2016). Bandura - Social Learning Theory. Retrieved from Simply Psychology:
https://www.simplypsychology.org/bandura.html
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