concepts, but may not be consistent. Learning strategies at the four stages of mastery Needs Formal/ Structure Approaches Informal Most novices have similar Novices require learning Learning content for novices Training (including eLearning common learning requirements strategies that are more predominately comes from a and blended learning) is the and need to learn similar skill formalized and instructional, common program-driven primary learning approach for Novice and knowledge content. providing similar learning curriculum. Learning is driven by novices. experiences and opportunities to the instructional design. all novices. Competent workers seek to hone Competent workers rely on more Learning for competent workers Coaching, simulations, and their skills as they become advanced training programs that is still program driven, but we problem solving are essential for comfortable on the job. include more practice, introduce more variability and improving the performance and Apprentice – (Competent) simulation, and problem solving. collaboration into the learning comfort level of competent – design to meet their emerging workers. Introduction of social individual needs. media facilitates collaboration. Experienced workers have At the experienced level, we Learning content for experienced Knowledge management and increasingly unique learning introduce more informal learning workers becomes more performance support play a key Journeyman needs and performance strategies as the learning personalized and less structured. role for experienced workers. (Experienced) requirements that the previously environment transitions from the Performer-driven design replaces Social learning emerges as a dominant training programs often classroom to the workplace. program-driven design. critical workplace learning and do not meet. performance opportunity. Masters and experts are more For masters and experts, learning Customized learning strategies Collaborative learning is a key likely to be of is very much a peer-based, and environments are made for masters and experts, as is the “learners one.” collaborative, and social activity. available for each master/expert, ability to learn through That is, each master/expert’s Master/ learning needs and performance They learn from each other. likely including opportunities for innovation and invention Expert requirements are likely lots of independent research and processes. Becoming a teacher, descriptive of that particular peer associations. mentor, or coach to others is person alone. another important learning strategy. Rosenberg, Marc. (2012, May). Beyond competence: It’s the journey to mastery that counts. Learning solutions magazine. Retrieved from http://www.learningsolutionsmag.com/articles/930/beyond-competence-its-the-journey-to-mastery-that-counts
concepts, but may not be consistent. Learning strategies at the four stages of mastery Needs Formal/ Informal Structure Approaches Novice Most novices have similar common learning requirements and need to learn similar skill and knowledge content. Novices require learning strategies that are more formalized and instructional, providing similar learning experiences and opportunities to all novices. Learning content for novices predominately comes from a common program-driven curriculum. Learning is driven by the instructional design. Training (including eLearning and blended learning) is the primary learning approach for novices. Apprentice (Competent) Competent workers seek to hone their skills as they become comfortable on the job. Competent workers rely on more advanced training programs that include more practice, simulation, and problem solving. Learning for competent workers is still program driven, but we introduce more variability and collaboration into the learning design to meet their emerging individual needs. Coaching, simulations, and problem solving are essential for improving the performance – and comfort level – of competent workers. Introduction of social media facilitates collaboration. Journeyman (Experienced) Experienced workers have increasingly unique learning needs and performance requirements that the previously dominant training programs often do not meet. At the experienced level, we introduce more informal learning strategies as the learning environment transitions from the classroom to the workplace. Learning content for experienced workers becomes more personalized and less structured. Performer-driven design replaces program-driven design. Knowledge management and performance support play a key role for experienced workers. Social learning emerges as a critical workplace learning and performance opportunity. Master/ Expert Masters and experts are more likely to be “learners of one.” That is, each master/expert’s learning needs and performance requirements are likely descriptive of that particular person alone. For masters and experts, learning is very much a peer-based, collaborative, and social activity. They learn from each other. Customized learning strategies and environments are made available for each master/expert, likely including opportunities for lots of independent research and peer associations. Collaborative learning is a key for masters and experts, as is the ability to learn through innovation and invention processes. Becoming a teacher, mentor, or coach to others is another important learning strategy. Rosenberg, Marc. (2012, May). Beyond competence: It’s the journey to mastery that counts. Learning solutions magazine. Retrieved from http://www.learningsolutionsmag.com/articles/930/beyond-competence-its-the-journey-to-mastery-that-counts
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