Focus Magazine - Spring 2014 - 38
eLEARNING
Deliberate Practice and
the Power of eLearning
I By Eric Kaufmann
What is deliberate practice?
eLearning
is to skill
development as
training wheels are
to the new bike rider.
Do you recall learning to ride a bike? At first,
you wobbled and fell and wanted to quit. Most
likely, someone taught you how to ride - your
dad or mom, older sibling, cousin or neighbor. I
first learned to ride with training wheels
attached to the rear wheel, and as my confidence
and competence grew, the wheels came off.
Fortunately, my dad believed in me, practiced
with me and gave me feedback and support.
Bike riding changed from awkward to effortless
as my skill and experience increased. This is the
essence of deliberate practice. When we practice
something consciously, repetitively and receive
feedback, we learn. We grow.
Workplace learning is no different. Learners
must press past their comfort and into the
growth zone, where they acquire new skills and
expertise. As a trainer, you're tasked with
guiding learners to turn unfamiliar knowledge
and skills into second nature. Your ability to
facilitate a deliberate practice environment is a
direct link to learner success. eLearning is to skill
development as training wheels are to the new
bike rider.
eLearning is a critical tool in the process of
deliberate practice; a process that follows three
essential steps:
1. Design
understanding personality styles.
The next step is to provide specific practices
intended for them to acquire the desired traits.
In order to become experts at inquiry, for
example, they will have to learn question,
observe, classify, infer,
2. Practice
Learners must press past their predict, and paraphrase.
3. Feedback
comfort and into the growth zone, Specific e-learning modules
can be introduced and
where they acquire new, formerly
The first step
repeated as they expand their
unknown skills and expertise.
is to design a
comfort zone.
specific plan.
Finally, and critically
Let's say you want to increase your reps' selling
important, your learners have to receive specific
skills. One design element of their improvement
feedback from a trainer, coach, or subject matter
is relationship building. A learning plan for
expert (SME). Specific and timely feedback
improving relationships includes asking openshapes productive learning and eliminates bad
ended questions, uncovering motivation, and
habits.
38
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Focus Magazine - Spring 2014
Table of Contents for the Digital Edition of Focus Magazine - Spring 2014
Focus Magazine
From the President: Coaching for Success
Table of Contents
Table of Contents
Guest Editor: Enhancing the Classroom
Front of the Room: Flexing to a Smaller Class Size
Neuroscience: The Neuroscience of Learning
Ethicon's K2: The Summit of Customized Learning
The Secret to Reaching Your Full Potential
Transforming Organizations: Change Agents & Team Coaching
Member Solutions: Developing Leaders: Building a Bench
Deliberate Practice and the Power of eLearning
EQ & You: Building Leaders
Training for Co-Pay Programs
Constructs not Curriculums
Virtual How: Moving from Reactive to Proactive
Member News
Ad Index
Focus Contacts
5 Questions with Jim Trunick
Focus Magazine - Spring 2014 - Intro
Focus Magazine - Spring 2014 - Focus Magazine
Focus Magazine - Spring 2014 - Cover2
Focus Magazine - Spring 2014 - 3
Focus Magazine - Spring 2014 - 4
Focus Magazine - Spring 2014 - From the President: Coaching for Success
Focus Magazine - Spring 2014 - 6
Focus Magazine - Spring 2014 - Table of Contents
Focus Magazine - Spring 2014 - 8
Focus Magazine - Spring 2014 - Table of Contents
Focus Magazine - Spring 2014 - 10
Focus Magazine - Spring 2014 - Guest Editor: Enhancing the Classroom
Focus Magazine - Spring 2014 - 12
Focus Magazine - Spring 2014 - Front of the Room: Flexing to a Smaller Class Size
Focus Magazine - Spring 2014 - 14
Focus Magazine - Spring 2014 - Neuroscience: The Neuroscience of Learning
Focus Magazine - Spring 2014 - 16
Focus Magazine - Spring 2014 - Ethicon's K2: The Summit of Customized Learning
Focus Magazine - Spring 2014 - 18
Focus Magazine - Spring 2014 - 19
Focus Magazine - Spring 2014 - 20
Focus Magazine - Spring 2014 - 21
Focus Magazine - Spring 2014 - 22
Focus Magazine - Spring 2014 - The Secret to Reaching Your Full Potential
Focus Magazine - Spring 2014 - 24
Focus Magazine - Spring 2014 - 25
Focus Magazine - Spring 2014 - 26
Focus Magazine - Spring 2014 - Transforming Organizations: Change Agents & Team Coaching
Focus Magazine - Spring 2014 - 28
Focus Magazine - Spring 2014 - 29
Focus Magazine - Spring 2014 - 30
Focus Magazine - Spring 2014 - 31
Focus Magazine - Spring 2014 - Member Solutions: Developing Leaders: Building a Bench
Focus Magazine - Spring 2014 - 33
Focus Magazine - Spring 2014 - 34
Focus Magazine - Spring 2014 - 35
Focus Magazine - Spring 2014 - 36
Focus Magazine - Spring 2014 - 37
Focus Magazine - Spring 2014 - Deliberate Practice and the Power of eLearning
Focus Magazine - Spring 2014 - 39
Focus Magazine - Spring 2014 - 40
Focus Magazine - Spring 2014 - 41
Focus Magazine - Spring 2014 - EQ & You: Building Leaders
Focus Magazine - Spring 2014 - 43
Focus Magazine - Spring 2014 - Training for Co-Pay Programs
Focus Magazine - Spring 2014 - 45
Focus Magazine - Spring 2014 - Constructs not Curriculums
Focus Magazine - Spring 2014 - 47
Focus Magazine - Spring 2014 - Virtual How: Moving from Reactive to Proactive
Focus Magazine - Spring 2014 - 49
Focus Magazine - Spring 2014 - 50
Focus Magazine - Spring 2014 - Member News
Focus Magazine - Spring 2014 - Ad Index
Focus Magazine - Spring 2014 - Focus Contacts
Focus Magazine - Spring 2014 - 5 Questions with Jim Trunick
Focus Magazine - Spring 2014 - Cover3
Focus Magazine - Spring 2014 - Cover4
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