Four-Phase Learning Process

Four-Phase Learning Process

Learning in order to effectively and produce business results; the following four phases have to be followed: –

1. Preparing the learner, plan and environment
2. Guided learning

• Transferring and applying

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1. Achieving improvements

Each Phase is important to help the participants to answer questions such as, “will I?” and “can I?”; it will result in the effectiveness of the learning initiative. The four phases are vital for increasing performance, executing the organization strategy and saves the firm training costs.

Phase 1: Preparation

The objective of Phase 1 is to arouse interest among the participants. The primary activities are:- preparing the learner

Preparing the environment

Preparing the learning plan

The above primary activities can be summarized as follows:-

1. Arousing the participants’ interests by encouraging them to ask questions to the trainer or among themselves.
2. Through establishing better social environment and incorporating collaborative tasks.
3. The participants should be encouraged to change their learning partners throughout the program.
4. The participants should define the primary objective for attending the learning program.
5. Removing the learning obstacles by requesting the participants to list them and as teams to list the possible solutions.
6. The instructor should provide course objectives and highlight the potential benefits.
7. The instructor should share the positive stories of the previous participants.

Phase 11: Guided Learning

The instructor will be using the projector, computer and laptop, the critical issues to be taught are:-

1. Convincing the participants the importance of “Will I?” question.
2. Ensuring integration between expectations of business outcome and the guided learning experience.
3. Building and reinforcing what was taught in Phase 1and learning assignments.
4. Application of appropriate delivery methods according to participants’ skills and behaviors.
5. Appreciating the values of adult learning.
6. Ensuring that participants can apply “Can i?” in their job.
7. Making a smooth transition to the next Phase.

Phase II learning can be improved by increasing focus on business objectives, selection of suitable delivery method and participants practicing what has been taught. Besides, participants should fully understand the importance of learning and course objectives. In relation to adults, they understand better once the relevance of learning is fully understood. The instructor should be guided by business outcomes to decide what to include and expected performance to determine the delivery method.

Phase III: Transfer and Application

Phase III is concerned with transferring what was taught in earlier Phases to an actual job application. The firm can determine whether the learning created value to the employees or it was wastage of the organization’s resources. If the training had a positive impact, then the participants should improve their performance and if it is a failure, there would be no improvement in their performance. The training department should ensure they take control of Phase III and support participants in the working environment. Effective transfer helps the participants, learning organization and the overall organization and requires greater attention. However, sometimes learning has not been transferred effectively; the contributing factors include:-

1. The training has been taken as a mere event and professional trainers are given other lesser jobs.
2. There is a conflict of ownership of Phase 111; the management assumes they engage in their daily activities, while the learning professionals consider it to be part of management work or participants.
3. There are no previous examples for managing the process.

The success of learning depends on this Phase and the organization should dedicate resources to ensure that the transfer is successful. However, in corporate learning it is considered to be the weakest Phase in the training program.

Phase IV: Achievement

Phase IV is the last phase of the training program; it regarded as a “new finish line” for learning. The objective of the Phase is to recognize the achievement that has been made by participants after completing the learning cycle. The purposes for recognition are:

1. Making clear the finish line.
2. Assessment is part of a learning experience
3. It empowers and motivates the participants.

Recognizing the employee, it motivates the participants. Moreover, the participants can comfortably answer “yes” to “Can I?” and “Will I?” questions. Recognition of an increase in performance has an impact of increasing productivity, commitment and creativity at work. However, if employees feel they have not improved performance, their motivation declines, leading to low productivity, creativity and commitment. Studies indicate it is important for the management to recognize they are making progress in order to create intrinsic motivation.

Conclusion

The four-phase process has four cycles: Preparation, guided learning, transferring and application and achievement. Preparation is concerned with creating an interest for participants to learn. Guided learning is actual training for participants to meet business outcomes. Transferring is applying what was taught to work and determining whether there is an improvement in performance. Achievement is recognizing whether the participants have made progress.