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