The Transitional Learning Model
The Transitional Learning Model is at the heart of our training philosophy, design and delivery
It operates on the assumption that, if learning is to be instrumental for learner and facilitator, then the approach should be conducive to both learner and facilitator alike.
The model is different from other training models in that it directly addresses learning styles, particularly cultural dimensions of learning. This is a process frequently omitted or glossed over in training design. The key to the model is six incremental transitions in the learning experience for learners and facilitators. The model enables training designers to consolidate the entire process of training from identifying needs to the follow-through phases of maintaining a comprehensive training plan.
About the Transitional Learning Model Handbook
The Transitional Learning Model
Download Selected Chapters from the Book
Fellow-educators and trainers will immediately recognise this as a handbook written by a practitioner for practitioners.
The handbook sets out a step-by-step approach to learning and training. Part One provides a clear theoretical framework for the Transitional Learning Model. Part Two carefully takes the reader through the model with practical examples, explanatory figures, hints, warnings, suggestions and survival tools. Appendices include checklists and activities, a sample Transitional Learning Plan, and examples of course evaluation questionnaires.
The Transitional Learning Model
The Transitional Learning Model operates on the assumption that, if learning is to be instrumental for learner and facilitator, then the approach should be conducive to both learner and facilitator alike.
Incremental shifts in the learning experience for learners and facilitator are shaped by six transitions and associated learning outcomes (Fig. 2.2). Knowledge (Cognitive transition) builds on Reflection (Projective) and the Application transition integrates behavioural skills with learning from the previous two transitions. The fourth transition, Synthesis, positions the learning in an operational context to establish problem-solving skills. The next transition, Group Reinforcement, builds teamwork skills while the final transition, Self-direction, provides the opportunity for strengthening individual skills.
|
Transitions |
Learning Outcomes |
|
Projective |
Form attitudes and aptitudes relevant to the task |
|
Cognitive |
Frame knowledge related to the task |
|
Application |
Apply skills to the task |
|
Synthesis |
Anticipate and resolve problems that may affect performance |
|
Group reinforcement |
Reinforce team approaches |
|
Self-direction |
Maintain self-direction and initiative |
Figure 2.2 Transitions and Learning Outcomes
Taking its lead from adult learning principles, the Transitional Learning Model is a transforming framework, giving priority to
- the life experience of the learner;
- skills in problem-solving and resource management;
- concrete experiences that lead to reflection and conceptual thought;
- the learner taking more control of his or her learning;
- activities that develop the capacity to discover questions to be asked rather than finding "fixed" answers
- and a non-formal environment.
For Example….
The Projective transition begins the process (Fig. 2.2). It acts as a framing device to establish an overall direction for both learners and facilitator. If the course is about conducting a radio program interview, the transition activities would promote reflection on attitudes and aptitudes related to interviewing.
A systematised cognitive framework is the learning outcome of the Cognitive transition (Fig. 2.2). A foundation of background technical information is laid before moving on to the practical. In the case of a radio program interview, the learning outcome would relate to a cognitive grasp of the process of preparing for, conducting, editing and broadcasting an interview.
Next, Application (Fig. 2.2) makes the transition from knowledge-based elements to practical, behavioural-intensive skills. In our radio interview example, this might include framing questions, handling an interviewee, managing a microphone, editing an interview and so on.
Up to this point, the learning outcomes of the previous transitions have been attitude-, knowledge- and behavioural-based. Now, the Synthesis transition (Fig. 2.2) is critical for the learning outcome of problem-solving, in preparation for the final two transitions. In our imaginary radio interviewing course, the learning outcome would relate to solving unexpected or expected difficulties that may emerge during the planning and conducting of an interview.
The learning outcome of the Group Reinforcement transition (Fig. 2.2) is to reinforce problem-solving skills and to promote collaborative teamwork and group-learning where participants learn to work together, not compete with each other. Together, group members would each take a role and collaborate to produce a group project.
Finally, (Fig. 2.2), with self-directed learning as a goal, the transition from facilitator-led learning to individual enabling is complete. In our example, individual participants would produce an interview.
The Transitional Learning Model transforms learning and learners, through increasing and incremental depths of involvement and responsibility. Learners develop confidence and skills in problem-solving, collaborative learning and teamwork, decision-making, organisation and self-responsibility. Practical activities are built-in opportunities in the transition sequence for learners to produce or achieve tangible evidence of their learning and effort. Learners directly participate in five of the six transitions (projective, application, synthesis, group reinforcement and self-direction transitions) and indirectly contribute to the Cognitive transition. Previous experience is demonstrably valuable to group dynamics and valued by the facilitator.
At the heart of the Transitional Learning Model is the transformation of the learning process.
Ross’ development of the Transitional Learning Model is outstanding. It will be a textbook for years to come for those of us who are serious about impacting the world through relational training methods. (Gene Howell, West Coast College of TAFE)
My reading of the book left me wishing it had been in my briefcase 20 years ago. (Dr. Bruce Dipple, Sydney Missionary Bible College)
There is a constant focus on the learner (and facilitator as learner) and the cultural dimension of the learning process—features frequently omitted or trivialised in training models. (Barrie Brennan, University of New England)
Learners must often make transitions from theory to practice, from an ideal to a real work situation, from guided to independent work, and sometimes from the language of instruction to the language of the workplace. An important feature of this model is that its six transitions are incrementally designed to help learners make just such adjustments. (Dr. Patricia Harrison, Tabor College, Sydney)
Introduction (Where The Transitional Learning Model Came From; About The Handbook; Acknowledgements)
Part One: Principles
Chapter One: Perspectives (Key Concepts; A Little History; Merging Principle into Practice; The Learner/Participant Paradigm; Learning Styles; Pulling It Together)
Chapter Two: The Transitional Learning Model (Key Concepts; A Transitional Framework; A Planning Matrix For The Learning System; Pulling It Together)
Part Two: The Learning System
Chapter Three: Assess The Needs (Key Concepts; Inputs vs. Outcomes; Step 1: Analyse The Setting; Step 2: List Tasks And Subtasks; Step 3: Establish Performance Criteria And Validate; Step 4: Assess The Learners; Getting The Information; Step 5: Write The Training Proposal; Pulling It Together)
Chapter Four: Design The Learning Experience (Key Concepts; Plan The Training Schedule; The Multi-task Transitional Schedule; Design The Learning Plan; A Transitional Learning Plan; Select Activities; Assessment And Evaluation; Quality Check; Course Certificates; Develop Learning Resources; Design The Course Evaluation; Pulling It Together)
Chapter Five: Organise The Course (Key Concepts; Forming A Team Of Facilitators; Organise The Learning Opportunity; Pulling It Together)
Chapter Six: Deliver The Course (Key Concepts; Communication; Managing The Group; Managing Questions; Using Training Resources; Delivery Tips For The Transitional Learning Model; Cross Cultural Delivery Issues; Facilitator’s Delivery; Pulling It Together)
Chapter Seven: Follow-through (Key Concepts; We Don’t Need More Training—We Need A Culture of Learning; Follow-up The Course; On-the-job Impact; Administer Training; Develop Resources; Pulling It Together)
Bibliography
APPENDICES (Appendix A: Action Verbs For Subtasks And Performance Criteria; Appendix B: A Needs Assessment; Appendix C: Sample Learning Plan; Appendix D: Reading Report; Appendix E: Sample Performance Checklist; Appendix F: Sample Course Evaluation Forms
Dr.Ross James describes himself as a pracademic—part practitioner and part academic—who is committed to empowering and multiplying learner-centred trainers. With his family, Ross has lived and worked in several Asian countries and conducted short-term training in many other international settings. Ross is a Senior Research Fellow at Curtin University of Technology and is Director of Health Communication Resources.
Selected Chapters for Download
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