CSTD 2011 Practice makes perfect revisted

Practice Makes Perfect Revisited
New ways to use practice
and feedback to build expertise

CSTD Conference
November 17, 2011

Practice in the Popular Press

© 2010 Global Knowledge Training LLC. All rights reserved. Page 2

The Original Research


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


Agenda

 What is expertise?
 How is expertise developed?
 The new practice
 Implications for the learning professional and
the training function
 Q&A


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


The Novices to Expert Progression

Sees Part of Tacit Informal
intuition patterns the system Knowledge learning

Expert
Proficient
Competent
Advanced
Beginner
Novice
rules Considers Detached Explicit Formal
everything Observer knowledge learning


The Neuroscience of Expertise


The Limits of Experts

 Difficulty articulating tacit knowledge
 Expertise blinders
 Individual accounts of expertise are often
unreliable


Agenda

 Q&A


How Expertise is NOT Developed

Innate General
Experience
abilities abilities


Deliberate Practice

Years of effortful,
focused practice on
authentic tasks in an
environment of
continuous feedback
and support,
accompanied by self-
reflection and
correction


Essentials of Deliberate Practice


Tichy’s Learning Zone

Deliberate practice is
demanding and requires
high levels of focus and
concentration….

…but the task must not
be beyond reach


Essentials of deliberate practice


Repetition with Continuous Feedback Avoids
Plateau

Plateau


The 10,000 Hour Rule

Deliberate practice X 10,000 hours = Expert performance


10,000 Hours to Expertise….Really?

Task Variety

Routine Technician Craft Knowledge
Work Work Work Work
Task
Standardization

1,000 hrs. 10,000 hrs.

Explicit Knowledge Tacit Knowledge

Formal Learning Informal learning


UPS Driver Training

What elements of deliberate practice do you see?


Deliberate Practice at Work

Performance
goal

Domain
Knowledge

Practical Intelligence
Tacit
Knowledge


Agenda

 Q&A


Supporting the Deliberate Practice Cycle

Performance
goal

Domain
Knowledge

Practical Intelligence
Tacit
knowledge


The New Practice

 Action learning
 Cognitive apprenticeship
 Communities of practice
 Simulation
 Feedback in the workflow
 Job assignments with coaching


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


Guided Experience in Management
Development

Experiences
(from managers)

Reflection insights
Application Impacts
and learning
(individual/group) (on job) (on organization)

Concepts
(from resources)

Adapted from Mintzberg, Managers not MBA’s


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


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

Domain Community Practice
The professional field The people that The work of the
of work and areas of participate in the community. Actions,
problem solving and community and their knowledge
innovation corresponding roles repositories, and
(formal and informal) learning generated in
the course of working


GK Community of Practice


Informal Learning Assets and CoP


Simulation

 Surrogate for
experience
 Embedded in context
 Deliberate practice
with authentic tasks
 Learning by doing


Image of our simulation


Feedback in the Workflow


Developmental Assignments with
Coaching
 Challenge driven
assignments
 Action oriented
 Coaching feedback
 Reflection
 Builds tacit knowledge and
practical intelligence


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

CSTD 2011 Practice makes perfect revisted

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