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There are no "magic" solutions for accelerated learning, but these in the right environment, testing yourself, or other techniques, it takes time.
Table of contents

They need a project management process that enables them to think, react, and change fast. Using Accelerated Learning techniques to teach project management works for today's fast-paced environment. Project teams need a fast way of coming to consensus on customer requirements, project scope, project schedules, and project budgets with a process that is simple and reliable.

Fifty percent of all product failures are attributed to poor project management—many project teams have not adequately undertaken the necessary activities for project management because those activities have been time consuming,without the perceived return on time invested. Project teams to quickly launch their projects can also use the accelerated learning techniques that are used to teach project management. Simply being fast today is not enough.

About Anthony Metivier

Businesses must also get to their target markets before the competition does. Increasing the speed at which people learn is only part of it—improving retention, that is to say their ability to implement immediately that, which they learn, is equally critical. Creating new skills and having them become habits to be used instinctively are the keys to responding fast to changing market forces. Accelerated learning provides a mechanism to ensure, what is taught, is quickly learned and easy to apply. Accelerated Project Management Base Camp is a one-day course developed using accelerated learning techniques.

It was designed to develop habits that can be used instinctively to respond fast to new opportunities using proven project management methodologies. In the sections that follow, you'll see a brief history of accelerated learning and its benefits. How it was applied to project management training and the results from the initial research developing the program and the subsequent applications in a variety of industrial applications.

Accelerated learning was pioneered over 40 years ago in the teaching of foreign languages. It has since been applied to a wide variety of fields in business and in academia. The military has used it to rapidly train people in a variety of areas. It uses a combination of teaching principles to make the learner comfortable and create an environment where participation produces learning almost without any conscious effort on the learner's part.

Actually, an accelerated learning program looks like the participants are playing a game and not actively engaged in a typical learning event. There is a lengthy testing and revision process of courses developed with accelerated learning methods to assure that every technique used achieves the desired learning outcomes for the participants. The environment is tightly scripted in courses using accelerated learning to assure that participants leave with a high level of competency. With the simplified, accelerated approach, it makes it easy for project teams to develop:.

The project management launch methodology the author developed over a year career doing project launch and project disaster recovery facilitation fit in well with the accelerated learning principles to create the one-day course. It uses a technique adopted from process mapping facilitation to quickly help the project teams come to consensus on:.

To teach this approach, techniques were adopted from accelerated learning augmented with Gardner's work on multiple intelligences. Exhibit one shows the mind map of the approaches used to develop an accelerated learning framework for teaching project management.

5 Useful Accelerated Learning Techniques.

There are three main elements of this accelerated learning framework—keeping people safe based on Maslow's hierarchy of needs , focus on improving retention, and having multiple learning modes for people to grasp the concepts. The key to people's success with accelerated learning is in their participation that leads to self-discovery of the basic project management learning objectives.

However, the simulations created to accelerate learning push the boundaries for many people. In order to be psychologically prepared to participate, the course is structured to ensure the participants basic needs are met. As outlined in Maslow's hierarchy of needs, people need to have their basic needs met in order to reach higher levels of self-actualization.

We use this hierarchy in structuring the course so people can reach the optimal state of self-actualization through self-discovery. Illustrated below is each of the hierarchical needs with examples of how that need is addressed in the construction of the project management course.

Physiological Needs —In Maslow's book Motivation and Personality, the first need he identifies in his hierarchy is fundamental physiology—food, water, oxygen, etc. Anything the physical organism needs to survive. Very fundamental life or death needs. In the course we provide food throughout the day, ensure that there are comfort breaks every hour, take care in ensuring the physical space is comfortable, and prepare people ahead of time for the course by recommending they get adequate rest.

Additionally—we use an emotional gradient t-up for every new activity—this ensures that people feel psychologically ready to participate in the upcoming activity. All this is done to ensure that people's second need for safety is met prior to moving forward. The love needs involve giving and receiving affection.

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When they are unsatisfied, a person will feel keenly the absence of friends, mate, or children. Such a person will hunger for relations with people in general—for a place in the group or family—and will strive with great intensity to achieve this goal.

Attaining such a place will matter more than anything else in the world and he or she may even forget that once, when hunger was foremost, love seemed unreal, unnecessary, and unimportant. Now the pangs of loneliness, ostracism, rejection, friendlessness, and rootless ness are preeminent. To create an affinity for their team, we have them competing with the other teams. Also, we have them selecting personas that are part of the simulation, very early in the day.

The personas have quirky personality characteristics these are developed based on personality types for the industry with whom we are working. The personas create an environment where the participants create a number of shared jokes about their characters. Situational, and shared humor further enables the participants to feel an affiliation to their team and increases their sense of belonging.

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These needs may therefore be classified into two subsidiary sets. These are, first, the desire for strength, achievement, adequacy, mastery and competence, confidence in the face of the world, and independence and freedom. Second, we have what we may call the desire for reputation or prestige defining it as respect or esteem from other people , status, fame and glory, dominance, recognition, attention, importance, dignity, or appreciation. But thwarting of these needs produces feelings of inferiority, of weakness, and of helplessness. The way the course is structure does several things to meet the esteem need.

The first one is with finding out in the precourse preparations what people think they do well with project management and what they want to improve their esteem need is therefore met as a prerequisite of the class. The second element to meet the esteem need is with the personas the participants select as part of being engaged in the simulation. The persona aspect of the course is introduced by finding out where people's expertise lies in their particular field.

They are then told that they are going to build off this expertise to develop an expertise in project management. And one of the premises of accelerated learning to being an expert is a self-fulfilling prophecy.

Learn Faster and Smarter: Accelerated Learning Techniques

So, the personas are constructed to be some element of an expert in project management. The last thing we do is to help people ground themselves in their true expertise throughout the course further developing their self-esteem so they are more open to self-discovering project management concepts that may be new to them. Exhibit two shows a model called the awareness vs. As noted in Maslow's last quote—stable esteem is based on deserved respect rather than on unwarranted adulation.

Many people unwittingly think there is absolutely nothing to project management—and because they have achieved a level of respect and mastery in one field they deserve the respect in the project management arena as well—even though they may not have demonstrated consistent competence in the project management arena. Many people are unconsciously incompetent—they are not aware of what they don't know with respect to project management quadrant three.

Likewise, there are many people who are also unconsciously competent—they aren't aware they know so much about project management quadrant four. People operating in quadrants three and four are not operating in stable self-esteem. Through participating in the course simulation, they move up to quadrants one and two—they self-discover areas where they have mastery and areas where they know they need to learn more.

Musicians must make music, artists must paint, poets must write if they are to be ultimately at peace with themselves.


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What humans can be, they must be. They must be true to their own nature. This need we may call self-actualization. We use this last need in the premise of learning. When people are learning, they are in a mode of discovery. Self-discovery leads itself to the highest level of learning—when people are self-actualizing their innate growth. By meeting the earlier needs with the course structure and the simulation, people are open to self-discovery and the pace of their learning is accelerated.

When constructing a course using accelerated learning techniques, there are a number of elements that are done to improve retention. Exhibit one shows the four main areas where we use the course structure to improve retention. The first area is with creating the course scenario.

People remember by making links to what they already know. The first criteria for the simulation scenario is that the simulation needs to be close enough to their day-to-day projects, but far out enough so they won't get caught up in the technical nuances of setting up the project. The scenarios are also developed to stimulate humor amongst the project teams since laughing is a very strong mnemonic. The other two elements of the course to improve retention are in the way the whole day is structured. People remember the most at the beginning and endings of sections.

Therefore, the course is arranged in eight, one-hour-long modules. And within those hour-long modules there are four rituals that happen. The rituals in and of themselves improve retention, but also add to the beginnings and endings phenomena.