Learning Model for V.A.L.U.E.S. Training©
(Excerpt for VALUES Training© Certification Manual)
Different skill sets require different learning models. If you are learning a software program or the capitals of all the countries in the world, you would probably be able to learn them best by a traditional learning method. Most corporate training processes are typically based on a learning model that only feeds information into the intellect. It is processed and hopefully retained to be regurgitated at the appropriate time.
The process is different for developing skills that affect behaviors and attitudes. You cannot learn to ride a bicycle by reading a book or watching a video or by taking an on-line computer course.
Milton Rokeach, in his book, Beliefs, Attitudes and Values, (1968 , Josey-Bass) states that human personality consists of three distinct domains or components: behavioral, affective and cognitive. We are endowed with the power of cognition or comprehension. According to Rokeach, the cognitive domain is the intellect and is the base on which the structure of effects and behaviors are built.
The behavioral is always being shaped by our thoughts, our emotions, our actions and our environment. This dimension is where our attitudes about ourselves, our abilities, our values, our ethical perspective, and our self-image reside. If we are to improve our performance, we must change the internal issues that affect or performance.
V.A.L.U.E.S. Training© focuses on creating behavior change by providing activities, through timed repetition, and a structured process, to develop new skills and habits. Our programs provide an initial seminar, follow-up sessions and creative material to support the learning process.
To effectively change behavior, it may not be necessary to change a person’s values, just the value’s order of importance. For example, if a person feels that honoring and valuing people is important, in order to make them a great manager, that value of “honoring people” needs to be shifted up on their values scale so that it gains more focus. As a person focuses more on honoring and valuing people, he/she becomes a more effective manager, customer service person, coach, sales person and human being.
The purpose of the seminar:
The purpose of the initial seminar is to present the basic information in a clear and concise manner. This is the cognitive application or skill introduction. The concept is introduced, the skills that support the concept are taught and the participants have an opportunity to discuss and practice the skills in a classroom environment.
Research says that if the initial seminar is the only training the students receive, they will soon forget most of the information presented. You can relate the initial seminar to ground school for airplane pilots. It is the basic instruction, but you are not in the plane flying.
The purpose of the follow-up sessions:
The follow-up sessions are designed to reinforce the skills instructed in the seminar and assist participants in applying those concepts to the real world. They are asked to take a portion of the information from the initial seminar and use it in the real world. They come back to class and discuss what happened, how it worked, and what they could have done better. In essence, they are flying with the flight instructor. The students are off the ground, but still under the close supervision of the flight instructor.
Daniel Goleman in his book Primal Leadership, Realizing the Power of Emotional Intelligence says, “Cognitive scientists call such automatic strengthening of a habit implicit learning, as opposed to the explicit variety provided in school courses.” Daniel Goleman, Harvard Business School Press, 2002.
Mr. Goleman states that learning leadership skills, (we would suggest sales skills, customer service, coaching, and goal achievement) happens in a different part of the brain, the basal ganglia as opposed to the neocortex. Whereas the neocortex learns very quickly; the basal ganglia does not. We are told it takes a minimum of 21 days to make or break a habit. However, there is no research to confirm that statement.
Goleman states, “Still, as we’ve seen, it’s possible to improve if you do three things: Bring bad habits into awareness, consciously practice a better way, and rehearse that new behavior at every opportunity until it becomes automatic-that is, until mastery has occurred at the level of implicit learning.”
By applying the techniques and skills learned and practiced in class, participants learn to make good decisions. They gain confidence in their abilities, their product knowledge and the value they can create for their stakeholders and their company. Confidence and success with the new processes will give the learner a sense of pride and motivation to learn more so she can achieve more.
As success occurs, so does a change or reorder of his/her value system. As their value system is reordered, people not only become more successful, but also become more success oriented and look for ways to become more successful.