A source-grounded andragogy system converted into exact EVS and all-trades field instruction, with a 12-step master method, 64 technical academies, a 4,096-scenario bank, competency gates, instructor scripts, organizational-transfer diagnosis, and a page-by-page map of the complete 211-page source PDF.
I do not begin with a lecture. I begin with a real performance gap.
I do not ask whether the worker understands. I ask the worker to show me.
I do not worship experience or dismiss it. I expose it, test it against the governing criteria, keep what survives, and replace what does not.
I do not call a signature, a quiz, confidence, seniority, or attendance competence. Competence is demonstrated under normal and changed conditions.
I do not blame a worker for a system that makes correct performance impossible. I diagnose tools, staffing, access, time, supervision, norms, workflow, and authority.
I involve adults without pretending every decision is negotiable. Participation improves the method; it does not waive mandatory controls.
Mar Organica synthesis Written in first person so Konstantin Kazmierski can deliver it as a theoretical principal-instructor doctrine. It does not assert unverified field authorship of any regulated procedure.
The book is not a collection of ready-made toolbox talks. Its value is deeper: it gives a way to choose among behavioral precision, cognitive structure, humanistic facilitation, experiential learning, inquiry, group change, proactive learning, and organization development. The expert move is not to choose one theory for everything. It is to use the right mechanism for the right performance problem.
Source: Knowles frames theory as a way to explain phenomena, expose assumptions, and guide decisions rather than as abstract decoration.
Mar Organica application: Every training method must state what behavior, judgment, or organizational result it is intended to change and why that method fits.
Source: The mechanistic tradition emphasizes observable behavior, consequences, practice, sequencing, reinforcement, and criterion performance.
Mar Organica application: Use exact demonstrations, repeated trials, immediate feedback, and hard competency gates for non-negotiable EVS and construction tasks.
Source: Organismic, Gestalt, and cognitive approaches emphasize pattern, structure, insight, meaning, and the learner’s active organization of experience.
Mar Organica application: Teach contamination pathways, energy paths, load paths, workflow, trade interfaces, and cause-and-effect—not isolated rules only.
Source: Adult-learning contributions from psychotherapy stress self, relevance, psychological safety, empathy, acceptance, congruence, and facilitation.
Mar Organica application: Correct errors without humiliating the learner; make it safe to disclose uncertainty, prior incidents, and misunderstandings.
Source: Adult-learning research describes adults initiating projects, selecting planners and resources, and carrying out learning episodes.
Mar Organica application: Develop workers who can locate plans, labels, SDSs, IFUs, permits, competent persons, and technical resources without waiting passively.
Source: Adults increasingly see themselves as self-directing and may resist situations that treat them as dependent children.
Mar Organica application: Give adult-to-adult explanations, choices within safe boundaries, responsibility for planning, and ownership of evidence.
Source: Adults bring an expanding reservoir of experience; ignoring it can feel like rejecting the person, but experience must still be analyzed.
Mar Organica application: Elicit the learner’s method, test it against the governing standard and actual conditions, retain what is valid, and replace what is not.
Source: Adults become ready to learn when a role, developmental task, or immediate responsibility makes the learning necessary.
Mar Organica application: Train immediately before the work phase, equipment use, assignment, occupancy, startup, turnover, or changed condition.
Source: Adults tend to organize learning around current problems and near-term application rather than delayed subject accumulation.
Mar Organica application: Open with a real room, lift, trench, panel, spill, defect, or turnover problem and work backward into principles and standards.
Source: Knowles operationalizes need, climate, mutual objectives, shared planning, active participation, experience, application, criteria, and self-evaluation.
Mar Organica application: Use the principles as an instructor audit: climate, learner involvement, active practice, use of experience, clear criteria, and self-assessment.
Source: Inquiry teaching develops the learner’s ability to question, seek evidence, test explanations, and think rather than merely repeat the instructor.
Mar Organica application: Use changing-condition injects, evidence questions, troubleshooting, and stop-work decisions after foundational skills are established.
Source: Teachers communicate through their behavior, including listening, feedback, openness, and the way they handle uncertainty.
Mar Organica application: The instructor must visibly follow the same PPE, permit, documentation, communication, and stop-work expectations required of learners.
Source: Organizations teach through their daily practices, authority, information flow, and treatment of people—not just through formal classes.
Mar Organica application: A toolbox talk cannot overcome supervisors, schedules, supplies, staffing, or incentives that reward the opposite behavior.
Source: Group processes and norms strongly influence whether new behavior is accepted, resisted, or maintained.
Mar Organica application: Train intact crews, use respected peer models, surface unwritten rules, and change the crew norm—not only the individual.
Source: Effective adult teaching is associated with respect, enthusiasm, preparation, clarity, responsiveness, facilitation, and attention to learners.
Mar Organica application: The expert instructor is technically credible and relationally disciplined: prepared, exact, calm, respectful, observant, and able to coach.
Source: The andragogical HRD model uses climate, mutual planning, diagnosis, objectives, learning design, conduct, evaluation, and rediagnosis.
Mar Organica application: Use the seven-stage cycle as the backbone for every EVS and construction training system.
Source: Evaluation is part of the process and feeds the next diagnosis rather than merely closing the class.
Mar Organica application: Measure field performance and operational results, then modify training, supervision, tools, sequencing, or the work system.
Source: The appendices distinguish reactive dependence on a teacher from proactive use of resources and lifelong self-directed learning.
Mar Organica application: The final competency is knowing how to find reliable information, test it, obtain help, and continue learning when conditions change.
Source: The organization-development appendix argues that individual training often fails when group norms, structure, workflow, and culture remain unchanged.
Mar Organica application: Diagnose barriers and intervene at the level of team, supervision, workflow, tools, authority, incentives, and information.
Source-derived backbone: Knowles’ process model, PDF pp. 115–135 Expanded field protocol: Mar Organica
Begin with the real work, person, asset, exposure, defect, delay, or failure that the learning must prevent.
Identify the controlling procedure, plan, permit, label/IFU, manufacturer instruction, code, contract requirement, or competent-person decision.
Ask the learner to show or explain how the task has been done before. Treat experience as evidence to examine, not authority to obey.
Compare current performance with required performance. Separate missing knowledge, missing skill, flawed judgment, weak communication, and system barriers.
Make the contamination, energy, load, workflow, quality, or cause-and-effect pathway visible.
Perform the task at normal speed, then repeat slowly while verbalizing cues, decisions, stop points, and evidence.
Use guided, coached, independent, and changed-condition rounds. Correct the smallest observable error immediately.
Introduce a missing resource, conflicting instruction, schedule pressure, changed condition, interference, mismatch, handoff failure, or uncertain event.
The learner explains what changed, what controls remain non-negotiable, what decision was made, and why.
Do not equate attendance, confidence, seniority, or a quiz with competence. Require observable performance against criteria.
Align supervisor behavior, materials, access, staffing, time, permits, sequencing, and documentation so correct performance is possible.
Observe later field performance, review results, and decide whether the next intervention is training, coaching, process redesign, or enforcement.
Every scenario combines one of 64 EVS/trade modules, one of eight adult-learner profiles, and one of eight realistic field complications. Each generated sheet includes the opening script, diagnosis, controls, 12-step method, failure traps, competency gate, and organization-transfer questions.
Perform a complete room clean while controlling cross-contamination and documenting completion.
Restore a vacated care space to the facility’s defined terminal-clean standard.
Clean an isolation space without breaching the required PPE, movement, and waste controls.
Turn over a high-acuity space under time pressure while preserving exposure and release controls.
Complete a controlled room turnover while coordinating team roles and preventing cross-contamination.
Clean a complex occupied or recently vacated environment with multiple devices and sensitive interfaces.
Clean and reopen a public restroom while controlling slips, chemical exposure, sharps, and public access.
Respond to a spill using the facility’s exposure-control procedure and approved materials.
Control an unexpected sharp without hand contact or unsafe relocation.
Control visible contamination on a difficult substrate while respecting product, runoff, and surface limitations.
Operate floor-care equipment without electrical, slip, ergonomic, or surface damage.
Move linen and waste without leakage, cross-contamination, overloading, or route conflict.
Respond to human waste, blood, sharps, or unknown material in a public exterior/interior area.
Execute a controlled cleaning sequence without introducing unapproved materials or violating flow and gowning requirements.
Move a construction area through rough clean, final clean, detail clean, and controlled turnover.
Demonstrate ability to navigate the site, recognize core hazards, and use reporting and emergency systems.
Maintain access, material, debris, and housekeeping controls as production conditions change.
Perform selective demolition only after utilities, structure, contents, and exclusion boundaries are verified.
Enter or work around an excavation only after current conditions and protective measures are verified.
Expose, support, connect, or work near utilities without damaging active services or creating uncontrolled energy release.
Move equipment through a changing work area with controlled blind spots, people, grades, and overhead/underground hazards.
Set, inspect, and adjust a traffic-control zone to protect workers and the public.
Place concrete while controlling pump, hose, access, form, rebar, chemical, and finish hazards.
Erect, modify, load, and strip formwork only within the engineered/approved sequence and authority.
Receive, stage, place, tie, and work around reinforcing steel with impalement, handling, access, and quality controls.
Lay masonry while controlling scaffold, silica, lifting, wall stability, reinforcement, and grout operations.
Use a scaffold only after current inspection, access, platform, guardrail, load, and environmental conditions are verified.
Select, inspect, position, secure, and use a ladder within its intended purpose.
Erect and connect steel using the approved sequence, access, fall, rigging, and stability controls.
Inspect, select, configure, and control rigging for the actual load and lift path.
Coordinate crane setup, load chart, ground, path, roles, weather, and interfaces before lifting.
Perform hot work only after fire, ventilation, cylinder, electrical, surface, and permit controls are active.
Lay out, cut, assemble, and install framing with tool, access, temporary stability, and quality controls.
Install and finish assemblies while controlling lifts, silica/dust, access, fire/sound details, and quality.
Install ceiling systems while controlling overhead work, access, grid stability, seismic details, and MEP interfaces.
Perform roofing with fall, access, weather, hot-work, material, and membrane-quality controls.
Prepare and install waterproofing within substrate, environmental, detail, cure, and protection requirements.
Handle and install glass with lifting, edge, fall, sealant, opening, and breakage controls.
Prepare and coat surfaces within ventilation, chemical, fire, substrate, environmental, and cure requirements.
Prepare and install flooring within moisture, flatness, adhesive, layout, ventilation, and cure requirements.
Set tile or stone while controlling handling, silica, substrate, layout, mortar, lippage, and movement details.
Install insulation while controlling fibers, access, fire/smoke assembly details, vapor barriers, and concealment.
Install a listed firestop system that matches the actual assembly, penetration, opening, materials, and depth.
Establish an electrically safe work condition using the approved energy-control procedure.
Install and use temporary power with inspection, grounding/GFCI, protection, routing, and load controls.
Install and test low-voltage systems while controlling energy, labeling, network/configuration, and commissioning interfaces.
Install or service PV/storage systems while controlling multiple sources, stored energy, arc, lifting, fire, and commissioning risks.
Install, test, tie in, or repair piping with isolation, stored energy, sanitation, access, and quality controls.
Install and start HVAC equipment/ductwork with lifting, sharp-edge, energy, indoor-air-quality, and system-protection controls.
Service or commission refrigeration equipment using the applicable refrigerant, ventilation, ignition, recovery, and manufacturer controls.
Install, modify, test, or impair fire protection systems under approved plans and impairment controls.
Coordinate work near vertical-transport equipment with controlled access, energy, hoistway, and authorized-person boundaries.
Enter or support confined-space work only after classification, isolation, testing, ventilation, communication, and rescue controls are verified.
Cut, grind, drill, chip, or disturb silica-containing material using the selected exposure-control method.
Select and use a fall-prevention or arrest system based on the actual exposure, anchor, clearance, rescue, and task.
Work only after survey, scope, containment, exposure, waste, and clearance responsibilities are established.
Perform construction in or near controlled environments without violating particle, material, gowning, pressure, or cleanliness protocols.
Energize, test, and hand over systems through a controlled sequence with defined authority, boundaries, and evidence.
Close defects and deliver spaces with traceable acceptance evidence and no damage to completed work.
Stabilize an event, protect people, preserve facts, communicate, and convert findings into corrective learning.
Coordinate underground access, ground support, ventilation, equipment, utilities, communication, and emergency controls.
Perform paving operations with traffic, hot-material, equipment, backing, fumes, compaction, and public-interface controls.
Perform planting, irrigation, grading, and equipment work with utilities, chemicals, ergonomics, public, and environmental controls.
Work near active or controlled transit systems under access, protection, communication, clearance, and possession rules.
Minute 0–1: stop and stabilize. 1–2: ask the worker to explain the decision. 2–3: identify the governing criterion. 3–5: demonstrate and rehearse the corrected micro-behavior. 5–6: inject one changed condition. 6–7: document the correction and schedule a recheck.
2 minutes: real problem and consequence. 3: experience poll. 4: mental model. 4: demonstration. 4: paired practice. 2: changed-condition challenge. 1: commitment and field evidence.
10-minute diagnosis; 10-minute criteria and model; 10-minute expert demonstration; 15-minute coached practice; 10-minute independent scenario; 5-minute documentation and transfer assignment.
Build from recognition to authority: legal/technical boundary, inspection method, hands-on cases, changing conditions, communication, documentation, stop-work decisions, and observed field assessment. The title is awarded only by the employer when all applicable requirements are met.
Adult-learning theory, instructor self-awareness, demonstration mechanics, diagnostic questioning, multilingual/mixed-literacy methods, feedback, scenario facilitation, competency scoring, documentation, transfer, and peer teaching.
Day 0 skill gate; Day 1 field observation; Day 7 changed-condition check; Day 14 peer teach-back; Day 30 performance and result review. Failure at any point triggers rediagnosis rather than automatic repetition of the same class.
Was the learning relevant, respectful, usable, and credible? This is useful but does not prove competence.
Can the learner identify the criteria, explain why controls work, recognize cues, and predict consequences?
Can the learner perform the task with actual tools, PPE, documents, interfaces, and acceptance criteria?
Can the learner detect a mismatch, stop, reassess, communicate, and escalate rather than blindly continue?
Does correct performance continue later, under normal supervision and production pressure?
Did exposures, incidents, contamination, defects, rework, delays, complaints, or audit failures improve?
Knowles’ educative-environment analysis and the organization-development appendix make a decisive point: the organization trains people every day through what it rewards, tolerates, supplies, schedules, communicates, and supervises. Before retraining a worker, I ask:
Were the correct products, PPE, rigging, meters, ladders, forms, labels, drawings, permits, and replacement parts available?
Did the planned labor and schedule allow the required sequence, contact/cure time, inspection, exclusion, recovery, or documentation?
Could the worker stop, reject, isolate, delay, or escalate without retaliation or production punishment?
Did the lead follow the same controls, ask for evidence, and support the worker’s decision?
Does the group treat the correct method as professional—or ridicule it as slow, weak, or unnecessary?
Did sequencing, occupancy, adjacent trades, handoffs, design conflict, procurement, or access make success impossible?
This table is a page-level navigation and application index. The short excerpts are extracted from the uploaded PDF. Application prompts are Mar Organica analytical extensions, not text from Knowles.
| PDF page | Section | Source focus | Extracted page cue | EVS expert question | Construction expert question |
|---|---|---|---|---|---|
| 1 | Front matter and contents | Adult self-concept and self-direction | ED 084 368 AUTHOR TITLE INSTITUTION PUB DATE NOTE AVAILABLE FROM EDRS PRICE DESCRIPTORS ABSTRACT DOCUMENT RESUME CE 000 509 Knowles, Malcolm The Adult Learner: A Neglected Species. American Society for Training and Development, Madison, Wis. Apr 73 207p. Gulf … | How will the EVS instructor preserve adult dignity while still enforcing a hard competency standard? | How will the construction instructor preserve adult dignity while still enforcing a hard competency standard? |
| 2 | Front matter and contents | Publication context, contents, or introductory framing | the Adult) ..co., Learnerg A Neglected 6pecie8 U S DEPARTMENT OF HEALTH EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXAC LY AS RECEIVED FROM THE PERSON OR ORGANZATION ORIGIN AliNC, IT POINTS OF VIEW OR OPINIONS STATED… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 3 | Front matter and contents | Experience as a learning resource | the Adult) Learnerg A Neglected izSpeiecs MAIMM KNOVII6 Anyone involved in adult training or education needs this readable, scholarly book in his permanent reference library. The Adult Learner: A Neglected Species helps cut through the bewildering and often co… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 4 | Front matter and contents | Group process and norms | Malcolm S. Knowles Professor of education and general consultant in adult eaucation at Boston University School of Education, Malcolm S. Knowles has written several books and articles on adult education, leadership and group dynamics. He has provided consultat… | What crew norm in EVS supports or defeats the trained behavior? | What crew norm in construction supports or defeats the trained behavior? |
| 5 | Front matter and contents | Publication context, contents, or introductory framing | 6.1,,E1K,44[;14i01..rogfiwoal; | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 6 | Front matter and contents | Publication context, contents, or introductory framing | The Adult Learner: A Neglected Specias | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 7 | Front matter and contents | Publication context, contents, or introductory framing | IIMIWIN, This series of books is supported by the American Society for itt Training and Development as part of its continuing program to encourage publication in the field. Most of the authors are ac- tive in ASTD and have contributed to its growth over the ye… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 8 | Front matter and contents | Publication context, contents, or introductory framing | N 0 r1 0 % CJ US DEPARTMENT Of HEALTH, EOUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION *HIS DOCLAPE NT HAS BEEN REPRO D,CE 0 EXACTLY LS RECEIVED FROM T.E PERSON OR ORGANIZATION ORIGIN AT.NG T POiN,S 0,- VIEW OR OPINIONS TATE° DO NOT NECESSARILY REPRE SENT … | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 9 | Front matter and contents | Publication context, contents, or introductory framing | The Adult Learner: A Neglected Species ISBN 0-87201-005-8 Library of Congress Catalog Card No. 73-75391 Copyright ..g) 1973 by Gulf Publishing Company, Houston, Texas. All rights reserved. Printed in the United States of America. This book, or parts thereof, m… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 10 | Front matter and contents | Learning theory | % -...--- F-Rll- -s ---- ., contents Foreword by Leonard Nadler vii Preface ix Chapter 1. Exploring the Strange World of Learning Theory 1 Why Explore Learning Theory? What Is a Theory? What is Learning? Chapter 2. Theories of Learning Based on Studies of Anim… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 11 | Front matter and contents | Proactive learning | Chapter 3. Theories of Learning Based on Studies of Adults 29 Contributions from Psychotherapy Contributions from Adult Education An Andragogical Theory of Adult Learning Chapter 4. Theories of Teaching 50 Principles from Theories of Learning Concepts of Teach… | Can the EVS learner independently locate the governing resource and know when to seek expert help? | Can the construction learner independently locate the governing resource and know when to seek expert help? |
| 12 | Front matter and contents | Learning theory | editor's foreword Over the past years, Malcolm Knowles has been constantly sought by human resource developers of all kindstraining direc- tors, O.U. consultants, community developersto help them un- derstand learning theories as applied to adults. He has cond… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 13 | Front matter and contents | Objectives and criteria | = preface Welcome on a trip up the Amazon of educatioual psychology to the jungle of learning th- Ty. It is a strange world that we are going to explore together, with lush growth of flora and fauna with exotic names (including fossils of extinct species) and … | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 14 | Chapter 1 — Exploring learning theory | Learning theory | N Ia.- IMM, 1, exploring the stance world or learn tneoring Y Why Explore Learning Theory? A good question. Perhaps you shouldn't. If you have no questions about the quality of Human Resource Development in your organization, if you are sure it's the best it c… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 15 | Chapter 1 — Exploring learning theory | Evaluation and rediagnosis | 2 The Adult Learner: A Neglected Species whether or not or to what degree the HRD program is producing the results I want? If you are an HRD administrator, to use the breakdown of the roles of the human resource developer presented by Nadler in the foundationa… | Is the EVS gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? | Is the construction gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? |
| 16 | Chapter 1 — Exploring learning theory | Experience as a learning resource | Exploring the Strange World of Learning Theory 3 make regarding learning experiences that will achieve the ends you wish to achieve. What Is a Theory? Webster's Seventh New Intercollegiate Dictionary gives five definitions: (1) the analysis of a set of facts i… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 17 | Chapter 1 — Exploring learning theory | Inquiry and discovery | 4 The Adult Learner: A Neglected Species A scientist, along with the desire to satisfy his curiosity about the facts of nature, has a predilection for ordering his facts into systems of laws and theories. He is interested not only in verified facts and relatio… | What changed-condition inject will require the EVS learner to seek evidence and make a justified decision? | What changed-condition inject will require the construction learner to seek evidence and make a justified decision? |
| 18 | Chapter 1 — Exploring learning theory | Mutual planning | Exploring the Strange World of Learning Theory 5 term in antithesis to ad hoc, disorderly planning or interpretation of research, and in contrast to what has been called "dust-bowl em- piricism," in which the investigator looks for facts wherever he may find t… | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 19 | Chapter 1 — Exploring learning theory | Learning theory | v 6 The Adult Learner: A Neglected Species -rm.. p. v] He goes on to explain, however, that a number of useful generalizations can be made about eight distinguishable classes of performance change which he describes as conditions of learning. Skinner objects t… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 20 | Chapter 1 — Exploring learning theory | Experience as a learning resource | I. Exploring the Strange World of Learning Theory 7 striking variations in the degree of precision among them. Let's start with three definitions by different authors in the same book. [Crow and Crow, 1963] Learning involves change. It is concerned with the ac… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 21 | Chapter 1 — Exploring learning theory | Reinforcement and behavior | 8 The Adult Learner: A Neglected Species Learning is a change in human disposition or capability, which can be retained, and which is not simply ascribable to the process of growth. [Gagne, 1965, p. 5] Learning is the process by which an activity originates or… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 22 | Chapter 1 — Exploring learning theory | Learning theory | Exploring the Strange World of Learning Theory 9 4. Intellectual development depends upon a systematic and contingent interaction between a tutor and a learner. 5. Teaching is vastly facilitated by the medium of language, which ends by being not only the mediu… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 23 | Chapter 1 — Exploring learning theory | Experience as a learning resource | 10 The Adult Learner: A Neglected Species whether it illuminates the dark area of Ignorance he is experiencing. The locus of evaluation, we might say, resides defintely in the learner. Its essence is meaning. When such learning takes place, the element of mean… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 24 | Chapter 1 — Exploring learning theory | Reinforcement and behavior | N Exploring the Strange World of Learning Theory 11 (I) Motor skills, which are developed through practice. (2) Verbal information, the major requirement for learning being its presentation within an organized, meaningful context. (3) Intellectual skills, the … | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 25 | Chapter 1 — Exploring learning theory | Learning theory | theories of learning based on studies of animals and children We know more about how animals (especially rodents and pigeons) learn than about how children learn: and we know much more about how children learn than about how adults learn. Perhaps this is becau… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 26 | Chapter 2 — Animal/child learning theories | Learning theory | [ x r Theories of Learning Based on Studies of Animals and Children 13 dogmatic and argumentative), and that produced by interpreters of theories (who tend to be reconciliatory). Just so you'll have a perspective on this literature, I have extracted from the s… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 27 | Chapter 2 — Animal/child learning theories | Learning theory | 14 The Adult Learner: A Neglected Species Table 2-1 Propounders and Interpreters of Learning Theory Propounders Interpreters Ebbinghaus (1885) Thorndike (1898) Angell (1896) Dewey (1896) Pavlov (1902) Woodworth (1906) Waison (1907) Judd (1908) Freud (1911) Koh… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 28 | Chapter 2 — Animal/child learning theories | Learning theory | iI 1 Theories of Learning Based on Studies of Animals and Children 15 Table 2-1 continued Propounders Interpreters Koch (1954) McKeachie (1954) Birren (1954) Bloom (1956) Getcels (1956) Bruner (1956) Bugelski (1956) Erikson (1959) Kuhlen (1957) Crowder (1959) … | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 29 | Chapter 2 — Animal/child learning theories | Learning theory | al... 16 The Adult Learner: A Neglected Species They then share their frustration in arranging these disparate categories into a pattern. Learning theories fall into two major families: stimulus-response theories and cognitive theories, but not all theories be… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 30 | Chapter 2 — Animal/child learning theories | Experience as a learning resource | % Theories of Learning Based on Studies of Animals and Children 17 Obviously, the interpreters had not succeeded up to this point in organizing the field of learning theories in a really fundamental wayat least not in a way that satisfied most of them, and cer… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 31 | Chapter 2 — Animal/child learning theories | Theory, teaching, or HRD discussion | 18 The Adult Learner: A Neglected Species thinking, willing, wishing, and perceiving, are seen as complex phenomena that are reducible to more simple phenomena by ef- ficient causes. Change in the products or behavior of the organism is not seen as resulting f… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 32 | Chapter 2 — Animal/child learning theories | Experience as a learning resource | N Theories of Learning Based on Studies of Animals and Children 19 . .a configuration of parts which gain their meaning, their function, from the whole in which they are imbedded. From this point of vim, the concepts of psychological structure and function, or… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 33 | Chapter 2 — Animal/child learning theories | Readiness and timing | ( 20 The Adult Learner: A Neglected Species Thorndike developed three laws which he believed governed the learning of animals and human beings: (1) the law of readiness (the circumstances under which a learner tends to be satisfied or an- noyed, to welcome or … | What real assignment, phase, or changed condition makes this learning immediately necessary in EVS? | What real assignment, phase, or changed condition makes this learning immediately necessary in construction? |
| 34 | Chapter 2 — Animal/child learning theories | Learning theory | Theories of Learning Based on Studies of Animals and Children 21 reinforced and the other is not; in the end, the conditioned reflex oc- curs only to the positive (reinforced) stimulus, and not to the negative (nonreinforced) stimulus. Pavlov's system has been… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 35 | Chapter 2 — Animal/child learning theories | Reinforcement and behavior | 11. 22 The Adult Learner: A Neglected Species been derived. Rather than trying to summarize Skinner's rather complex system of thought in the text, I include as Appendix A a more detailed description of his ideas and their application to training by one of his… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 36 | Chapter 2 — Animal/child learning theories | Learning theory | Theories of Learning Based on Studies of Animals and Children 23 Appendix B presents a "Table of Behavioral Paradigms" in which Millenson summarizes the current status of thinking by the behaviorists regarding strategies for shaping behavior. Theories Based on… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 37 | Chapter 2 — Animal/child learning theories | Experience as a learning resource | 24 The Adult Learner: A Neglected Species glandular, or neural processes that underlie it. But most important- ly, he saw behavior as purposiveas being regulated in accordance with objectively determined ends. Purpose is, of course, an organismic concept. He r… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 38 | Chapter 2 — Animal/child learning theories | Group process and norms | !V" IIM, Theories of Learning Based on Studies of Animals and Children 25 3. The law of closure. Learners try to achieve a satisfying end- state of equilibrium; incomplete shapes, missing parts, and gaps in information are filled in by the perceiver. (Kingsley… | What crew norm in EVS supports or defeats the trained behavior? | What crew norm in construction supports or defeats the trained behavior? |
| 39 | Chapter 2 — Animal/child learning theories | Experience as a learning resource | NNW -mom. 26 The Adult Learner: A Neglected Species The most recent development in the field theoretical approach has appeared under several labels: phenomenological psychology, perceptual psychology, humanistic psychology, and third-force psy- chology. Since … | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 40 | Chapter 2 — Animal/child learning theories | Learning theory | N VP' 41.1111Mrw- -.... I" Theories of Learning Based on Studies of Animals and Children 27 Transfer is a matter of taking current differentiations and using them as first approximations in the determination of the relationship of self to new situations. [p. 1… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 41 | Chapter 2 — Animal/child learning theories | Evaluation and rediagnosis | N 28 The Adult Learner: A Neglected Species his conception of evolutionary stages adds a dimension that is not generally given much attention in the established learning theories. Jerome Bruner has also been interested in the process of intellec- tual growth, … | Is the EVS gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? | Is the construction gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? |
| 42 | Chapter 3 — Adult learning and andragogy | Learning theory | theories of learning. based on studies of adults Another source of ideas about learning has been studies of the learning of adultsboth mentally ill and healthy. In some cases the insights derived from these studies have been projected downward to inferences ab… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 43 | Chapter 3 — Adult learning and andragogy | Learning theory | s 30 The Adult Learner: A Negl4cted Species theory of of learning per se. His major contribution was no doubt in revealing the influence of the subconscious mind on behavior. Such of his concepts as anxiety. repression, fixation, regression, aggres- sion, defe… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 44 | Chapter 3 — Adult learning and andragogy | Experience as a learning resource | Theories of Learning Based on Studies of Adults 31 found to be generally less productive than the holistic approach which holds that the whole is more than the sum of the parts. [Ibid., p. 22]. Growth takes place when the next step forward is subjectively more… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 45 | Chapter 3 — Adult learning and andragogy | Experience as a learning resource | 32 The Adult Learner: A Neglected Species tive experiences of delight and boredom, as the criteria of the cor- rect choice for him. The alternative criterion is making the choice in terms of the wish of another person. The Self is lost when this happens. Also … | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 46 | Chapter 3 — Adult learning and andragogy | Experience as a learning resource | Theories of Learning Based on Studies of Adults 33 from what the teacher does to what is happening in the student. His second hypothesis, A person learns significantly only those things which he perceives as being involved in the maintenance of or enhancement … | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 47 | Chapter 3 — Adult learning and andragogy | Learning theory | k'I F.: t 34 The Adult Learner: A Neglected Species by the learner and engaging his hole being in interaction with his en- vironment as he perceives it. But he also believes that learning is as naturalaid requireda life process as breathing. His Proposition IV… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 48 | Chapter 3 — Adult learning and andragogy | Objectives and criteria | ".. Theories of Learning Based on Studies of Adults 35 cepts of margin (the power available to a person over and beyond that required to handle his load), commitment, time perception, critical periods, and self concept are central. A summary of tvIcClusky's em… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 49 | Chapter 3 — Adult learning and andragogy | Group process and norms | 36 The Adult Learner: A Neglected Species appears and they satisfy it by taking a course, or joining a group, or reading a book or going on a trip." [Ibid., p. 18] 2 The activity-oriented, who take part because they find in the circumstances of the learning a … | What crew norm in EVS supports or defeats the trained behavior? | What crew norm in construction supports or defeats the trained behavior? |
| 50 | Chapter 3 — Adult learning and andragogy | Experience as a learning resource | N Theories of Learning Based on Studies of Adults 37 20 .. . It is common for a man or woman to spend 700 hours a year at learning projects ... About 70% of all learning projects are planned by the learner himself, who seeks help and subject matter from a vari… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 51 | Chapter 3 — Adult learning and andragogy | Learning theory | 38 The Adult Learner: A Neglected Species A During the epi- sode\ of a learning protest the person u If perform L:rtain soli' iUi. a. Nadine li.terong %aching prastising Pleasure -10 Self- esteem Others Ba result of ths, !Laming ephode. he %ill retain t MDT) k… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 52 | Chapter 3 — Adult learning and andragogy | Mutual planning | x Theories of of Learning Based on Studies of Adults 39 dealing with each phase might be one of the most effective ways of improving their learning effectiveness. The first phase is deciding to begin, in which Tough identified twenty-six possible steps the lea… | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 53 | Chapter 3 — Adult learning and andragogy | Experience as a learning resource | MI, -ran, 40 The Adult Learner: A Neglected Species An Andragogical Theory of Adult Learning For over two decades I have been trying to formulate a theory of adult learning that takes into account what wt know from ex- perience and research about the unique ch… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 54 | Chapter 3 — Adult learning and andragogy | Inquiry and discovery | Theories of Learning Based on Studies of Adults 41 Innovative Processes, Not Gimmicks In discussing discussing innovations in teaching, I am talking not about gimmicks, devices, instruments, tools, and techniques for patching up what is basically an unsound ed… | What changed-condition inject will require the EVS learner to seek evidence and make a justified decision? | What changed-condition inject will require the construction learner to seek evidence and make a justified decision? |
| 55 | Chapter 3 — Adult learning and andragogy | Instructor role | 42 The Adult Learner: A Neglected Species The Millstone of Pedagogy I believe that the cultural lag in education can he explained by the fact Out 4, e got hemmed in from the beginning of the development of our educational system by the assumptions about learni… | What behavior must the EVS instructor model consistently? | What behavior must the construction instructor model consistently? |
| 56 | Chapter 3 — Adult learning and andragogy | Experience as a learning resource | Theories of Learning Based on Studies of Adults 43 ing a new, coherent, comprehensive body of theory and technology based on assumptions about adults as learners Thus they are now get- ting a respectable rationale for doing what they have known all along would… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 57 | Chapter 3 — Adult learning and andragogy | Theory, teaching, or HRD discussion | 44 The Adult Learner: A Neglected Species Iker, I I. `... `.. \ ndragop ... -, `.. pr it. t hied . .... ippropriatc., -. -.. - .., \\ ..... --i -- \ PO igo prat. ti,cd Pedagop prat. t KO \\ ippropriat 11, inoppropr,tel 1, I andragop would he appropriate) \ ,\ … | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 58 | Chapter 3 — Adult learning and andragogy | Adult self-concept and self-direction | Theories of Learning Based on Studies of Adults 45 produces tension, resistance, resentment, and often rebellion in the individual. The Assumptions of Andragogy Andragogical theory is based on at least four main assumptions that are different from those of ped… | How will the EVS instructor preserve adult dignity while still enforcing a hard competency standard? | How will the construction instructor preserve adult dignity while still enforcing a hard competency standard? |
| 59 | Chapter 3 — Adult learning and andragogy | Experience as a learning resource | ww. 46 The Adult Learner: A Neglected Species transmittal techniques of traditional teaching and increasing emphasis on experiential techniques which tap the experience of the learners and involve them in analyzing their experience. The use of lectures, canned… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 60 | Chapter 3 — Adult learning and andragogy | Experience as a learning resource | Theories of Learning Based on Studies of Adults 47 pedagogy assumes that children are ready to learn those things they "ought" to because of their h!o!ogical and academic development, whereas andragogy assumes that learners are ready to learn those things they… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 61 | Chapter 3 — Adult learning and andragogy | Experience as a learning resource | N 48 The Adult Learner: A Neglected Species qualify for college. And what I learned in college was learned in order to be able to get a job and be able to make my way as an adult. The adult, on the other hand, comes into an educational activity largely because… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 62 | Chapter 4 — Theories of teaching | Learning theory | Theories of Learning Based on Studies of Adults 49 This assumption is strongly supported by the studies of adults' time perspective described by Mcausky in Appendix C and by Tough's studies of adult learning projects described earlier [pp. 36- 39]. In fact, I … | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 63 | Chapter 4 — Theories of teaching | Reinforcement and behavior | ... theories of teaching Principles of Teaching from Theories of Learning Theories of learning are of use only to laboratory scientists unless they are applied somehow to the facilitation of learning, a function assigned usually in our society to a person desi… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 64 | Chapter 4 — Theories of teaching | Reinforcement and behavior | Theories of Teaching 51 Gage apparently didn't recognize humanistic theorists. Hilgard, resisting this fragmentation of learning theory, has iden- tified twenty principles from three different families of theoriesS- R theory, cognitive heory, and motivation an… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 65 | Chapter 4 — Theories of teaching | Objectives and criteria | MP. 52 The Adult Learner: A Neglected Species the subculture to which the learner belongs may affect his lear- ning. 4. Cognitive feedback confirms correct knowledge and corrects faulty learning. The learner tries something ,rovisionally and then accepts or re… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 66 | Chapter 4 — Theories of teaching | Needs diagnosis | Theories of Teaching 53 identification) will affect satisfaction in learning as well as the products of learning. [Hilgard and Bower, 1966, pp. 562-564] One reason for Hilgard's confidence that his twenty principles would be "in large part acceptable to all pa… | Is the EVS gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? | Is the construction gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? |
| 67 | Chapter 4 — Theories of teaching | Reinforcement and behavior | 54 The Adult Learner: A Neglected Species I . If you wish to encourage a particular kind of behavior or discourage another, discover the cues leading to the behavior in question. In the one case, arrange the situation so that the desired behavior occurs when t… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 68 | Chapter 4 — Theories of teaching | Reinforcement and behavior | Theories of Teaching 55 manipulated stimuli and reinforcers and recorded responses by hand, but current research without the help of extensive apparatus is un- thinkable. The teacher needs similar instrumental support, for it is im- possible to arrange many of… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 69 | Chapter 4 — Theories of teaching | Experience as a learning resource | N." 56 The Adult Learner: A Neglected Species Hull was primarily concerned with the development of a systematic behavior theory that would improve the laboratory study of learning, and so he gave little attention to its implications for teaching. In assessing … | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 70 | Chapter 4 — Theories of teaching | Experience as a learning resource | Theories of Teaching 57 For this reason, careful lesson planning with due regard for suitable arrangement and orderly presentation is essential for good teaching. Practices conducive to the establishment of appropriate relations and organization include starti… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 71 | Chapter 4 — Theories of teaching | Instructor role | N 9. 58 The Adult Learner: A Neglected Species which may resemble each other in physical appearance to a greater or lesser degree. Type 6 Concept Learning. The learner acquires a capability of mak- ing a common response to a class of stimuli that may differ fr… | What behavior must the EVS instructor model consistently? | What behavior must the construction instructor model consistently? |
| 72 | Chapter 4 — Theories of teaching | Learning theory | Theories of Teaching 59 cues ma become unnecessary later. If multiple discrimination is to be accomplished, the stimuli to be discriminated must be dis- played so that correct connections can become differentiated from incorrect ones. If concepts are being lea… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 73 | Chapter 4 — Theories of teaching | Objectives and criteria | 60 The Adult Learner: A Neglected Species longer needed. Stimuli that function as extra cues may take a variety of forms. For example. they may be pictorial, as when a sequence is depicted in a diagram reading from left to right. Or they may be auditory. as in… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 74 | Chapter 4 — Theories of teaching | Objectives and criteria | Theories of Teaching 61 it is conceivable for the learner to formulate for himself the questions to be asked, this is difficult to do even for the experienc- ed adult learner. Preferably, the questions must come from an in- dependent source, so that they will … | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 75 | Chapter 4 — Theories of teaching | Instructor role | 62 The Adult Learner: A Neglected L. Jes will assure specified behavioral changes as prescribed learning products. The role of the teacher, therefore, is that of a shaper of behavior. Stated this baldly, it smacks of what contemporary critics of education see … | What behavior must the EVS instructor model consistently? | What behavior must the construction instructor model consistently? |
| 76 | Chapter 4 — Theories of teaching | Experience as a learning resource | N Theories of Teaching 63 and respect, and (3) empathic understanding and sensitive and ac- curate listening. [Ibid., pp. 106 -126]. He provides the following guidelines for the facilitation of lear- ning: 1 The facilitator has much to do with setting the init… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 77 | Chapter 4 — Theories of teaching | Experience as a learning resource | 64 The Adult Learner: A Neglected Species confluent education ("the term for the integration or flowing together of the affective and cognitive elements in individual and group learning") in the Ford-Esalen Project in Affective Education in California in the l… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 78 | Chapter 4 — Theories of teaching | Adult self-concept and self-direction | 1 Theories of Teaching 65 apathetic conformity, variousand frequently deviouskinds of defiance, scapegoating (venting hostility generated by the repressive atmosphere on colleagues), or escape .. . An autocratic atmosphere also produces increasing dependence u… | How will the EVS instructor preserve adult dignity while still enforcing a hard competency standard? | How will the construction instructor preserve adult dignity while still enforcing a hard competency standard? |
| 79 | Chapter 4 — Theories of teaching | Objectives and criteria | N 66 The Adult Learner: A Neglecteo Species 7. Any design of education can best be understood as a complex of in- teracting elements, not as a sequence of events. [Houle, 1972, pp. 32- 39]. He then identifies the following components in his fundamental system,… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 80 | Chapter 4 — Theories of teaching | Learning theory | Theories of Teaching 67 One cluster of characteristics might be summarized by saying that the ideal helper is warm and loving. He accepts and cares about the learner and about his project or problem, and takes it seriously. He is willing to spend time helping.… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 81 | Chapter 4 — Theories of teaching | Experience as a learning resource | N 68 The Adult Learner: A Neglected Species feel free to behave as a unique person rather 'Ilan in some stereotyped way [Tough, 1971, pp. 181-183j These characteristics fit well into my own conception of the role of the andragogical teacher, which I have attem… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 82 | Chapter 4 — Theories of teaching | Experience as a learning resource | Theories of Teaching 69 All genuine education comes about through experience. [Ibid., p 13] The ventral problem of an education based upon experience is to select the kind of present experiences that live fruitfully and creatively in subsequent experiences. [I… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 83 | Chapter 4 — Theories of teaching | Experience as a learning resource | 70 The Adult Learner: A Neglected Species Table 4-1. The Role of the Teacher Conditions of Learning Principles of Teaching The learners feel a need to learn I The teacher exposes students to new possibilities for self- fulfillment. 2 The teacher helps each stu… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 84 | Chapter 4 — Theories of teaching | Experience as a learning resource | Theories of Teaching 71 Table 4-1 continued Conditions of Learning Principles of Teaching 8. The teacher exposes his own feelings and contributes his resources as a colearner in the spirit of mutual inquiry. The learners perceive the goals of 9 The teacher inv… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 85 | Chapter 4 — Theories of teaching | Experience as a learning resource | 72 The Adult Learner: A Neglected Species Table 4-1 continued Conditions of Learning Principles of Teaching The learner, have a sense of progress toward their goals. the levels of experience of his partieulai students. 14 The teacher helps the students to appl… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 86 | Chapter 4 — Theories of teaching | Experience as a learning resource | Theories of Teaching 73 also decide what kind of experience is had [the powers and purposes of those taught]. [Ibid , pp. 38-44] It is not the subject per se that is educative or that is conducive to growth There is no subject that is in and of itself, or with… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 87 | Chapter 4 — Theories of teaching | Experience as a learning resource | yaw 74 The Adult Learner: A Neglected Species Teaching through Inquiry A second set of concepts about teaching with roots both in Dewey's ideasespecially his f3rmulation of scientific thinkingand in those of the cognitive theorists is vaiiuusly referred to as … | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 88 | Chapter 4 — Theories of teaching | Inquiry and discovery | Theories of Teaching 75 In the former, the decisions concerning the mode and pace and style of exposition are principally determined by the teacher as expositor; the student is the listener...hi the hypothetical mode, the teacher and the student are in a more … | What changed-condition inject will require the EVS learner to seek evidence and make a justified decision? | What changed-condition inject will require the construction learner to seek evidence and make a justified decision? |
| 89 | Chapter 4 — Theories of teaching | Inquiry and discovery | .11.1 76 The Adult Learner: A Neglected Species too, the power of contingent thinking. He is the most "It depends" learner in his class. He encourages student-student interaction as opposed to student- teacher interaction. And generally he avoids acting as a .… | What changed-condition inject will require the EVS learner to seek evidence and make a justified decision? | What changed-condition inject will require the construction learner to seek evidence and make a justified decision? |
| 90 | Chapter 4 — Theories of teaching | Inquiry and discovery | Theories of Teaching 77 or syllabus, that makes sense to him is one that tries to predict, account for, and deal with the authentic responses of learners to a particular problem: the kinds of questions they will ask, the obstacles they will face, their attitud… | What changed-condition inject will require the EVS learner to seek evidence and make a justified decision? | What changed-condition inject will require the construction learner to seek evidence and make a justified decision? |
| 91 | Chapter 4 — Theories of teaching | Experience as a learning resource | % 11.11.1111m- . 78 The Adult Learner: A Neglected Spocies These behaviors and attitudes amount to a definition of a different role for the teacher from that which he has traditionally assumed. The in- quiry environment, like any other school environment, is a… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 92 | Chapter 4 — Theories of teaching | Inquiry and discovery | Theories of Teaching 79 The notion that the development of skills of inquiry should be a primary goal of youth education is the cornerstone of the concept of education as a lifelong process. This makes it especially significant that the Governing Board of the … | What changed-condition inject will require the EVS learner to seek evidence and make a justified decision? | What changed-condition inject will require the construction learner to seek evidence and make a justified decision? |
| 93 | Chapter 4 — Theories of teaching | Objectives and criteria | 80 The Adult Learner: A Neglected Species the learners to criticize his own performance helpfully, thus providing a cue eliciting a response neither new nor inhibited. Gage remarks that "Learning through imitation seems to be es- pecially appropriate for tasks… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 94 | Chapter 4 — Theories of teaching | Experience as a learning resource | Theories of Teaching 81 and anticipated social reactions of others, contractual commitments reinforce adherence to corrective practices Satisfactions derived from evident changes help to sustain successful endeavors, therefore, utilize objective records of beh… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 95 | Chapter 4 — Theories of teaching | Theory, teaching, or HRD discussion | 82 The Adult Learner: A Neglected Species steady progress toward the eventual goal can be achieved. [Bandura, 1969, pp. 254-257] Change Theory Another system of thought that has great implications for educational practice has to do with influencing the educati… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 96 | Chapter 4 — Theories of teaching | Mutual planning | Theories of Teachin 83 The Medium Is the Message, the quality of learning that take place in .n organization is affected by the kind of organization It is. Tiis is to say that an organization is not simply an instrumentality for providing organized learning ac… | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 97 | Chapter 4 — Theories of teaching | Group process and norms | 84 The Adult Learner: A Neglected Species In effect, an educative environmentat least in a democratic cultureis one that exemplifies democratic values, that practices a democratic philosophy. A democratic philosophy is characterized by a concern for the develo… | What crew norm in EVS supports or defeats the trained behavior? | What crew norm in construction supports or defeats the trained behavior? |
| 98 | Chapter 4 — Theories of teaching | Mutual planning | = Theories of Teaching 85 I have a suspicion that for an organization to foster adult learning tothe fullest possible degree it must go even farther than merely practicing a democratic philosophy, that it will really stimulate individual self- renewal to the e… | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 99 | Chapter 4 — Theories of teaching | Readiness and timing | 86 The Adult Learner: A Neglected Species Table 4.2. Some Charactraistics of Static Versus innovative Organizations DIMENSION. CHARACTERISTICS Static Organisations hoovatne Orgaa lzatioas Structure Atmosphere Management Philosophy and Attitudes Decision-making… | What real assignment, phase, or changed condition makes this learning immediately necessary in EVS? | What real assignment, phase, or changed condition makes this learning immediately necessary in construction? |
| 100 | Chapter 4 — Theories of teaching | Group process and norms | / Theories of Teaching 87 A special focus of interest of a number of the researchers and practitioners in this field has been the use of groups as instruments of individual and organizational change. [Bradford, Benne, and Gibb, 1964; Hare, 1962 and 1969; Knowl… | What crew norm in EVS supports or defeats the trained behavior? | What crew norm in construction supports or defeats the trained behavior? |
| 101 | Chapter 4 — Theories of teaching | Experience as a learning resource | 88 The Adult Learner: A Neglected Species the weakening of forces resisting change rather than the addition of new positive faces toward change. For instance, if a group in a fac- tory is resisting a new work procedure, it may be because they don't understand … | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 102 | Chapter 4 — Theories of teaching | Instructor role | Theories of Teaching 89 h. The degree to which the processes it uses are appropriate to its task and stage of development. [Knowles and Knowles, 1972, pp. 59-611 Another source of knowledge, potentially valuable to Aucational practice is the emerging field of … | What behavior must the EVS instructor model consistently? | What behavior must the construction instructor model consistently? |
| 103 | Chapter 4 — Theories of teaching | Experience as a learning resource | 90 The Adult Learner: A Neglected Species final examinations. And these are but two of a number of surveys of research that have come to similar conclusions. The most recent survey, by N.L. Gage in 1972, paints a different picture. Gage questioned the quantita… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 104 | Chapter 4 — Theories of teaching | Instructor role | Theories of Teaching 91 some degree of arranging for pupils to discover rules for themselves. It seems safe to say that some use of the guided discovery method, and "indirectness," in teaching is desirable. [Ibid., pp. 36-371 The third dimension of teacher beh… | What behavior must the EVS instructor model consistently? | What behavior must the construction instructor model consistently? |
| 105 | Chapter 5 — HRD application | Mutual planning | applying theories of learning and teaching to human resources development Coping with the Different Theories Having explored the jungle of learning and teaching theories, you have a decision to make. What do you do? You have several choices. Ignore the Theorie… | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 106 | Chapter 5 — HRD application | Evaluation and rediagnosis | Applying Theories of Learning and Teaching 93 philosophy, the arts, mathematics, machine operation, orientation of new employees, supervisory training, or management develop- ment, you are going to have to make decisions about content, techniques to be used, u… | Is the EVS gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? | Is the construction gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? |
| 107 | Chapter 5 — HRD application | Learning theory | 94 The Adult Learner: A Neglected ..pecles Theory X management philosophy and the mechanistic learning- teaching models are remarkably similar, as are those underlying Theory Y management philosophy and the organismic learning- teaching models. Table 5-1 prese… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 108 | Chapter 5 — HRD application | Experience as a learning resource | Applying Theories of Learning and Teaching 95 Table 5-1 A Comparison of the Assumptions About Human Nature and Behavior Underlying Theory X and Theory Y Management Philosophy Them., X Assumptions .bout Human Nature ( McGregor I Assumptions Implicit in Current … | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 109 | Chapter 5 — HRD application | Theory, teaching, or HRD discussion | 96 The Adolf Learner: A Neglected Species Table 5-2 The Individual as an Energy System Newtonian Conception Einsteinian Conception hired intelligence Deselopment as an order() unfolding Human potential fixed, though unde- terminable at earl!, ages A telephone … | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 110 | Chapter 5 — HRD application | Learning theory | Applying Theories of Learning and Teaching 97 Input Output I erg (mechanical) Input I erg (radiational) Figure 5-1. The Newtonian energy system. Figure 5-2. The Einsteinian energy system. I erg Output 100" ergs have worked. In some organizations Newtonian cont… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 111 | Chapter 5 — HRD application | Experience as a learning resource | 98 The Adult Learner: A Neglected Species the employees is highly valued, and all training is geared to facilitate the development of each individual to his fullest potential. It is perhaps tempting to make a value judgment about these two kinds of organizatio… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 112 | Chapter 5 — HRD application | Inquiry and discovery | Highly Complex Complexity of Learning Task Simple Applying Theories of Learning and Teaching 99 Behaviorist Models (TRAINING) Modeling. Gestalt & Cognitive Models (TEACH! ) Humanistic Psychology Ad Ed anon odds (SE -DIRECTED INQUIRY) Low Level of Individual's … | What changed-condition inject will require the EVS learner to seek evidence and make a justified decision? | What changed-condition inject will require the construction learner to seek evidence and make a justified decision? |
| 113 | Chapter 5 — HRD application | Organization development | 100 The Adult Learner: A Neglected Species cognitive teaching would be appropriate, while for education an organismic adult educational model such as self-directed learning projects would be more appropriate. Perhaps different types of learning-teaching situat… | What must change in EVS workflow, authority, tools, incentives, or supervision—not merely in the learner? | What must change in construction workflow, authority, tools, incentives, or supervision—not merely in the learner? |
| 114 | Chapter 5 — HRD application | Experience as a learning resource | Applying Theories of Learning and Teaching 101 I must confess that I have experienced a shift in my role as an adult educator away from managing the logistics of learning ac- tivities for collections of individuals and toward educating in- stitutions, influenc… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 115 | Chapter 5 — HRD application | Experience as a learning resource | 102 The Adult Learner: A Neglected Species Here is a skeletal description of my andragogical model of human resources development. It is based on the assumptions about adults as learners presented in Chapter 3 and incorporates features of various prevailing th… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 116 | Chapter 5 — HRD application | Experience as a learning resource | Applying Theories of Learning and Teaching 103 ting information and skills whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 117 | Chapter 5 — HRD application | Adult self-concept and self-direction | Table 5-3 A Comparison of the Assumptions and Designs of Pedagogy and Andragogy Assumptions Design Elements Pedagogy Andragog. Pedagogy Andragogy Self-concept Dependency Increasing sell- directiveness Climate Authority-oriented Formal Competitive Mutuality Res… | How will the EVS instructor preserve adult dignity while still enforcing a hard competency standard? | How will the construction instructor preserve adult dignity while still enforcing a hard competency standard? |
| 118 | Chapter 5 — HRD application | Mutual planning | Applying Theories of Learning and Teaching 105 chalkboards. During the third meeting of the class I bectme con- scious of the fact that this class wasn't clicking the way most classes do, and I shared my feeling of discouragement with the students. It took the… | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 119 | Chapter 5 — HRD application | Learning climate | 106 The Adult Laarner: A Nef,lected Species learning center systems, language laboratories, computer-assisted instruction and commercially produced simL'lations and games. [See Rossi and Biddle, 1966] The important thing is not just that these resources are av… | What physical and psychological conditions would make a EVS learner disclose uncertainty and practice openly? | What physical and psychological conditions would make a construction learner disclose uncertainty and practice openly? |
| 120 | Chapter 5 — HRD application | Experience as a learning resource | Applying Theories of Learning and Teaching 107 Humanistic psychologists suggest that we create psychological climates experienced by the individuals in them as safe, caring, accepting, trusting, respectful, and understanding. The field theorists among them esp… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 121 | Chapter 5 — HRD application | Experience as a learning resource | 108 The Adult Learner: A Neglected Species made available to HRD influences attitudes toward personnel development all the way down the line. When employees see that their organization values HRD highly enough to support it liberal- ly, they are likely to valu… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 122 | Chapter 5 — HRD application | Experience as a learning resource | Applying Theories of Learning and Teaching 109 development of people, will he be able to affect its climate. This means that he must perceive management to be a prime target in his student body, and all the line supervisors as part of his facility. In this con… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 123 | Chapter 5 — HRD application | Mutual planning | % 110 The Adult Learner: A Neglected Species helpful and effective rather than the ineffectual nuisances that sterotypic committees so often are [See Houle, 1960; Knowles, 1970, pp. 65-71; Shaw, 1969; Trecker, 1970]. Merely having mechanisms for mutual plannin… | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 124 | Chapter 5 — HRD application | Needs diagnosis | I Applying Theories of Learning and Teaching 111 qualitieswhereas the behaviorists prefer behaviormanner of conducting one's selfor performance). It is not assumed that the learner necessarily starts out contributing his perceptions to the model; he may not kn… | Is the EVS gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? | Is the construction gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? |
| 125 | Chapter 5 — HRD application | Experience as a learning resource | 112 The Adult Learner: A Neglected Species would urge him also to provide a safe, supportive, nonthreatening atmosphere for what could be an ego-deflating experience. Behaviorists have developed a variety of feedback-yielding tools and procedures that can be a… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 126 | Chapter 5 — HRD application | Experience as a learning resource | Applying Theories of Learning and Teaching 113 Mager gives some practical guidelines for defining objectives. I. A statement of instructional objectives is a collection of words or symbols describing one of your educational intents. 2. An objective will commun… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 127 | Chapter 5 — HRD application | Objectives and criteria | 114 The Adult Learner: A Neglected Species The scope of objectives should be broad enough to encompass all types of outcomes for which the school [program] is responsible. [Taba, 1962, pp. 200-205] In elaboration on her last point, Taba develops a classificati… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 128 | Chapter 5 — HRD application | Experience as a learning resource | Applying Theories of Learning and Teaching 115 In many teaching and learning situations, but particularly in those sponsored by institutions, objectives can be stated not only in terms of the outcomes of education but also in terms of changes in the design com… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 129 | Chapter 5 — HRD application | Experience as a learning resource | 116 The Adult Learner: A Neglected Species prefabricated spectacles with which to look at the world in every aspect, e.g., what to believe, what to like, what to approve of, what to feel guilty about. Rarely is each person's individuality made much of, rarely … | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 130 | Chapter 5 — HRD application | Experience as a learning resource | A ...... IP/ `Wm .. i Applying Theories of Learning and Teaching 117 Adult education theorists have tended to build design models into which aspects of all these approaches can be fitted. The three most recent are by Knowles, Tough and Houle (in order of publi… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 131 | Chapter 5 — HRD application | Experience as a learning resource | I 118 The Adult Learner: A Neglected Species Table 5-4 Major Categories of Educational Design Situations Individual An indiidual designs an Jell% ity for himself An indiudual or a group designs an activity for another indwidual Group A group (with or without a… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 132 | Chapter 5 — HRD application | Experience as a learning resource | Applying Theories of Learning and Teaching 119 $ I. A possible educational activity is identified i 2. A decision is made to proceed t 3. Objectives are identified and refined 1 4. A suitable format is designed Resour:es Leaders Methods Schedule Sequence Socia… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 133 | Chapter 5 — HRD application | Objectives and criteria | 120 The Adult Learner: A Neglected Species Operating the Program (Conducting Learning Activities) This element of the program development process is concerned focally with the human resources developer's role as administrator, and learning-teaching theories ha… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 134 | Chapter 5 — HRD application | Experience as a learning resource | Applying Theories of Learning and Teaching 121 Donald Kirkpatrick's [Craig and Bittel, 1967, pp. 87-112; Kirkpatrick, 1971, pp. 88-103] conceptualization of the evaluation process is the most congruent with andragogical principles and the most practical of all… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 135 | Chapter 5 — HRD application | Needs diagnosis | A.- 122 The Adult Learner: A Neglected Species .111.11,MIN training that was mainly responsible for any changes that occurred. For this reason, Kirkpatrick recommends using control groups whenever possible. All learning and teaching theorists acknowledge the i… | Is the EVS gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? | Is the construction gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? |
| 136 | Chapter 5 — HRD application | Organization development | Applying Theories of Learning and Teaching 123 synonym for training or in-service education or management development or even for manpower development. If it were only this, one or more of the traditional learning theories would serve. I am beginning to visual… | What must change in EVS workflow, authority, tools, incentives, or supervision—not merely in the learner? | What must change in construction workflow, authority, tools, incentives, or supervision—not merely in the learner? |
| 137 | Appendix A — Behaviorism debate | Theory, teaching, or HRD discussion | s,t t appendix a. is it skinner or nothing? The public response to B.F. Skinner's Beyond Freedom and Dignity' reveals a good deal more about the public than it does about Skinner or this work; and it reveals a good deal more about management's percep- tions of… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 138 | Appendix A — Behaviorism debate | Objectives and criteria | t i Is It Skinner or Nothing? 125 What image did survive associated ("pigeon-holed?") him with "short step/immediate-feedback," dull rote learning, and the replacement of tail-fins by teaching machines as the nation's hardware sex symbol. Who among us has not … | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 139 | Appendix A — Behaviorism debate | Reinforcement and behavior | ....11., x 126 Appendix A follow inescapably from it. Perhaps a lot of the emotionalism about behaviorism springs from discomfort with that unforgiving go/no-go switch. Even if you say, "1 believe that some behavior is determined by its consequences," the kind… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 140 | Appendix A — Behaviorism debate | Reinforcement and behavior | Is It Skinner or Nothing? 127 age of man as an autonymous individual possessed of a measure of freedom and personal dignity."' Novelist Arthur Koestler's not-very help- ful response is typical: "(Behavioral technology is) . .. a pseudo- science ... a monumenta… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 141 | Appendix A — Behaviorism debate | Learning theory | 128 Appendix A more "jubilant" as it neared the ground? Once you have documented the relationship between behavior and its consequences, can you allow for other superstitions and theories which propose un- documented counter positions. But then, even the criti… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 142 | Appendix A — Behaviorism debate | Reinforcement and behavior | Is It Skinner or Nothing? 129 success of the marketing or production vice president is based on his abili- ty to predict (budget) and deliver some quantified economic value. The issue of whether he does so on the basis of "science" doesn't 'slim up because he … | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 143 | Appendix A — Behaviorism debate | Learning theory | 130 Appendix A 5. Learning proceeds with three kinds of responses. a. Discrimination (between classes) b. Concept formation (i.e., generalization among classes based on similarity of some characteristic). c. Chaining (a series of responses in which the reinfor… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 144 | Appendix A — Behaviorism debate | Reinforcement and behavior | Is It Skinner or Nothing? 131 tingency relationship between response and consequence, and any other important inputs to the individual in that job. Communications skills are often "taught" by taking the trainee through an example or a role play. The trainee ma… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 145 | Appendix A — Behaviorism debate | Experience as a learning resource | 132 Appendix A ment recognizing the specific behavior and encouraging him to con- tinue and develop its use. 13. In addition to the accuracy and immediacy of the reinforcement, the other major contingency is the "schedule of reinforcement." This concept recogn… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 146 | Appendix A — Behaviorism debate | Experience as a learning resource | Is It Skinner or Nothing? 133 I. The stimuli presented on the job. 2 The responses to those stimuli. 3. The consequences of those responses. 4. The contingencies of reinforcement/consequences (their relationship to the response). 5. Items 1-4 in the training e… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 147 | Appendix A — Behaviorism debate | Reinforcement and behavior | 134 Appendix A 8. What aversive consequences of the undesired behavior are at hand? 9. What learner responses are already available in embarking on a program of progressive approximation to the desired behavior? 10. What schedule of reinforcement is most effic… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 148 | Appendix A — Behaviorism debate | Group process and norms | Is It Skinner or Nothing? 135 Lion, those events that interfere with his performance, and the quality of the stimuli to which he is expected to respond... This may have the side effects of changing a man's attitudes, his motivationbut these results are in fact… | What crew norm in EVS supports or defeats the trained behavior? | What crew norm in construction supports or defeats the trained behavior? |
| 149 | Appendix A — Behaviorism debate | Reinforcement and behavior | 136 Appendix A it, or we are not going to be given the chance to use behavioral technology extensively as the basis for improving our reliability and effectiveness. One response to the humanists/mentalists, on their own terms, has been made by Geary Rummler of… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 150 | Appendix A — Behaviorism debate | Reinforcement and behavior | Is It Skinner or Nothing? 137 behavior How well it works depends on your skill in getting answers to the Skinner and the Feeney analysis questions Under What Conditions? Aye, there's the rub. The necessary conditions are not scientific or esoteric They are abo… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 151 | Appendix A — Behaviorism debate | Theory, teaching, or HRD discussion | % VP- 138 Appendix A 10 See Carl Semmelroth, "The Regulation of Behavior by the Behavior of Others," NSPI Journal, Vol. IX, No. 8. 11 Gilbert, Thomas S., unpublished paper, 1971. 12. Rummler, Geary, Personal Strategy Clinic No. I is T ,lining Research Forum), … | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 152 | Appendix B — Behavioral paradigms | Theory, teaching, or HRD discussion | appendix b. table of behayioral paradigms | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 153 | Appendix B — Behavioral paradigms | Reinforcement and behavior | Table of Behavioral Paradigms Name Git en Procedure Process Result Reflex adaptation An elicitor. S, Repeatedly present S2 R2, the elicited response. de., dines in magnitude, in- creases in latency, etc Reflex strength is tern- poraril) lowered Pavlovian condi… | What cue, action, consequence, repetition, and feedback will shape the exact EVS behavior? | What cue, action, consequence, repetition, and feedback will shape the exact construction behavior? |
| 154 | Appendix B — Behavioral paradigms | Theory, teaching, or HRD discussion | the class, the rest are sub- mated to extinction 2 Weakening of those t art- ants undergoing extinction Discrimination I One response class 2 Two stimulus condi- dons Reinforce the R in one of the stimulus conditions (Si' I and extinguish the R in the other st… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 155 | Appendix C — Adult potential | Learning theory | k7. appendix c. an approach to a differential psychology of the adult potentiar A differential psychology of the adult years as a unique period in the life span of the individual has long been a period of relative neglect in the productions of the psychologica… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 156 | Appendix C — Adult potential | Objectives and criteria | An Approach to a Differential Psychology 143 Of the approximately 930 items contained in the 42 and a half pages of bibliography at the end of his book (p255-298), five percent were dated before 1950, nine percent appeared between 1950 and 1960, 20 percent het… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 157 | Appendix C — Adult potential | Experience as a learning resource | 144 Appendix C I he S-R scheme works fairly well as ;ong as learning is confined to simple kinds of learning But it encounters severe difficulties when learning is more complex and the learner is more mature Consequently, it is a much better explanation of the… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 158 | Appendix C — Adult potential | Experience as a learning resource | An Approach to a Differential Psychology 145 picture anxiously when hypnotized in an anxious mood, critically in a critical mood, and positively in a positive mood. And in a classic experiment Bruner and Postman demonstrated that in the case of ten - sear -old… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 159 | Appendix C — Adult potential | Learning theory | 146 Appendix C and:or out of control. or irreversible, the situation becomes highly vulnerable and susceptible to breakdown II. however, Load and Power can he controlled, and better yet, if .1 person is able to lay hold of a reserve (Margin) of PON er, he is b… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 160 | Appendix C — Adult potential | Experience as a learning resource | An Approach to a Differential Psychology 147 left largely on his on to relate these concepts explicitly to the psychology of adults as a special field of inquiry. That they are relatable is quite clear In the processes of behavioral development the elements of… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 161 | Appendix C — Adult potential | Group process and norms | 148 Appendix C Commitment In the idea of commitment we have another useful way of looking at the changes onfronting a person with the passage of the adult years. Our definition of commitment consists of two components: one is an 'intentional attachment' and th… | What crew norm in EVS supports or defeats the trained behavior? | What crew norm in construction supports or defeats the trained behavior? |
| 162 | Appendix C — Adult potential | Experience as a learning resource | X An Approach to a Differential Psychology 149 may not necessarily reflect a reluctance on the part of the adult to learn but simply his unwillingness to dislocate some of the basic commitments around which much of his life is organized Such an adult would he … | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 163 | Appendix C — Adult potential | Group process and norms | 150 Appendix C 'Critical Periods,' 'Commitment,' and 'Time Perception' are relatively new topics in the literature of adult psychology. More familiar however are the formulations which have come from the field of developmental psy- chology In continuing our di… | What crew norm in EVS supports or defeats the trained behavior? | What crew norm in construction supports or defeats the trained behavior? |
| 164 | Appendix C — Adult potential | Theory, teaching, or HRD discussion | ; N;11IWIP,,, N1,0014 Mr ' In, , Table C-1 Comparative Designations of Developmental StagesMostly Post Adolescent Through the Life Span Biological Bohlen 112) Buh ler (3) Erik sen (9) Peck (20) Ill NI( (15) Progressixe Grouch (0-25) Expansion Preparator!. (0-2… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 165 | Appendix C — Adult potential | Inquiry and discovery | 152 Appendix C steady rise in intelligence from 10 to 21 followed by a decline in each of the subsequent age groups (11). Yet again and later, Wechsler in his standardization of the Bellevue Intelligence scale in 1935 showed a high point in performance for his… | What changed-condition inject will require the EVS learner to seek evidence and make a justified decision? | What changed-condition inject will require the construction learner to seek evidence and make a justified decision? |
| 166 | Appendix C — Adult potential | Experience as a learning resource | An Approach to a Differential Psychology 153 one hand and power of response on the other. He noted that as persons move through the adult years there is a decline in the speed of their reaction. But he also pointed out that this did not necessarily signify a p… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 167 | Appendix C — Adult potential | Learning theory | 154 Appendix C mass media, i.e , radio, TV. and the printed page were equally substantial Thus the general environment became more stimulating and educative. This interpretation of the outcomes of cross sectional investigations combined with the results of lon… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 168 | Appendix C — Adult potential | Inquiry and discovery | An Approach to a Differential Psychology 155 We are on safe grounds for holding that about 15 months of age. when a child's ego is beginning to take shape. most of an individual's waking hours are devoted to discovering the exciting world about him. Everything… | What changed-condition inject will require the EVS learner to seek evidence and make a justified decision? | What changed-condition inject will require the construction learner to seek evidence and make a justified decision? |
| 169 | Appendix C — Adult potential | Experience as a learning resource | 156 Appendix C common experience that as one advances in years, and learns more and more about the world about him, the more he realizes how little he really knows and that a vast terrain of the vet- to -be- discovered remains to he explored. In conclusion, we… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 170 | Appendix C — Adult potential | Evaluation and rediagnosis | An Approach to a Differential Psychology 157 5. Bromley. D B Pstehology of human lging Baltimore. Maryland Penguin 1966 6. Buhler. C "The Curve of Life as Studied in Biographies In Journal of Applied Pst( hologt vI9 p405-9 7. Duncan. D R and Barrett, A M "A Lo… | Is the EVS gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? | Is the construction gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? |
| 171 | Appendix C — Adult potential | Learning theory | 158 Appendix C 14. McClusky H Y -Psychology and Learning in Review of Educational ReAearch vXXV n3 (June. 1965) pI91-201 15. McClusky, 1-I Y "A Dynamic Approach to Participation in Community Develop- ment in Journal of the Comr-annt Development Society v1 nI p… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 172 | Appendix C — Adult potential | Group process and norms | An Approach to a Differential Psychology 159 21. Terman. I. M and Oden, M II The (lilted Group at Mid Life Stanford, Califor- ma Stanford Unikersity Press 1959 22, Thorndike, E L , et al 4dult Learning Ness York Macmillan Company 1928 23. W echler, I) The .41e… | What crew norm in EVS supports or defeats the trained behavior? | What crew norm in construction supports or defeats the trained behavior? |
| 173 | Appendix D — Lifelong education | Instructor role | appendix d. toward a model of lifelong education* Alfred North Whitehead presented the insight about two generations ago that the reversal of the relationship between two basic dynamics of civilization in this century has required the redefinition of the purpo… | What behavior must the EVS instructor model consistently? | What behavior must the construction instructor model consistently? |
| 174 | Appendix D — Lifelong education | Inquiry and discovery | Toward a Model of Lifelong Education 161 which this assumption is false today this time-span is considerably shorter than that of human life, and accordingly our training must prepare individuals to face a novelty of conditions ''' In other words. as the time-… | What changed-condition inject will require the EVS learner to seek evidence and make a justified decision? | What changed-condition inject will require the construction learner to seek evidence and make a justified decision? |
| 175 | Appendix D — Lifelong education | Mutual planning | 162 Appendix D Table D-1 Competency Development for Life Roles Roles ( ompelencies I earner Reading, ss ruing. computing. perLeis mg. LonLeptualwing es aluating. imagining. inquiring Being a self Self-anals /mg, sensing. goal- ( ss .:11 u moue building, objeLt… | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 176 | Appendix D — Lifelong education | Objectives and criteria | Toward a Model of Lifelong Education 163 Obviously this list is not exhaustive, it is intended merely to illustrate some kinds of potential candidates for a taxonomic system. Development of Skills of Learning The second assumption is that the primary purpose o… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 177 | Appendix D — Lifelong education | Experience as a learning resource | 164 Appendix D derstanding that several individuals % 1 t h similar learning needs might engage in a learning project collaboratively Under this assumption I v isualze that the school would be presented to learners as a 1?artung resource center and that teache… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 178 | Appendix E — Organization development | Organization development | % V/ appendix e. the role of training in organization development Ti aining of individuals to perform their jobs more effectively seldom has positive impact on the organization. The type of training P have in mind is in the area of behavioral or attitudinal ch… | What must change in EVS workflow, authority, tools, incentives, or supervision—not merely in the learner? | What must change in construction workflow, authority, tools, incentives, or supervision—not merely in the learner? |
| 179 | Appendix E — Organization development | Group process and norms | 166 Appendix E belief that if the person can be changed, for example, made more democratic in his managerial practices, the organization will, as a conse- quence, operate more effectively . Approaches to organizational change differ as a function of their un- … | What crew norm in EVS supports or defeats the trained behavior? | What crew norm in construction supports or defeats the trained behavior? |
| 180 | Appendix E — Organization development | Learning climate | The Role of Training in Organization Development 167 to violate such norms by apply ing what they learn in a training environ- ment Given these problems with training, why do many trainers still rely on individual approaches to organizational change? One reaso… | What physical and psychological conditions would make a EVS learner disclose uncertainty and practice openly? | What physical and psychological conditions would make a construction learner disclose uncertainty and practice openly? |
| 181 | Appendix E — Organization development | Learning climate | 168 Appendix E communication, planning, problem solving, and the exercise of authority and responsibility. OD focuses also on impro'.ing and reinforcing existing strengths of the organization. In addition, as Adams and I have indicated,' OD represents a value … | What physical and psychological conditions would make a EVS learner disclose uncertainty and practice openly? | What physical and psychological conditions would make a construction learner disclose uncertainty and practice openly? |
| 182 | Appendix E — Organization development | Mutual planning | The Role of Training in Organization Development 169 As a part of an OD strategy, training can he used as a method for organizational change and improvement provided it is planned and con- ducted as a result of some diagnosed need for it and is based on sound … | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 183 | Appendix E — Organization development | Needs diagnosis | 170 Appendix E of joint plans The OD specialist, and therefore the trainer, can facilitate this process when he functions diagnostically and catalytically. i e.. as a consultant and helper rather than as a specialist who is isolated from any of the "real" prob… | Is the EVS gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? | Is the construction gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? |
| 184 | Appendix E — Organization development | Learning climate | The Role of Training in Organization Development 171 6 Other articles include E A. Fleishman. "Leadership Climate. Human Relations Training, and Supervisory BehaY IOC Personnel Psychology. 1953. 6. pp 205-222 R J. House. "T-Group Education and Leadership Effec… | What physical and psychological conditions would make a EVS learner disclose uncertainty and practice openly? | What physical and psychological conditions would make a construction learner disclose uncertainty and practice openly? |
| 185 | Appendix E — Organization development | Group process and norms | r, ~ -....- % r , 172 Appendix E 0.11,1 1114, 14 Mann. F C "Studying and Creating Change: A Means to Understan- ding Social Organisation" in C.M. Arensberg et all (Eds ) Research in Industrial Human Relations. New York- Harper & Row. 1957. 15 Blake. R.R , H.A … | What crew norm in EVS supports or defeats the trained behavior? | What crew norm in construction supports or defeats the trained behavior? |
| 186 | Appendix F — Reactive vs proactive learning | Proactive learning | appendix t ways of learning: reactive yersus proactive For some time now I havz! been aware of the fact that the products of our educational system don't know how to learnthey only know how to he taught. Recently. as I was reflecting on this sad state of affai… | Can the EVS learner independently locate the governing resource and know when to seek expert help? | Can the construction learner independently locate the governing resource and know when to seek expert help? |
| 187 | Appendix F — Reactive vs proactive learning | Proactive learning | . Table F-1 Ways of Learning Resources for learning Required conditions Required %kills Reactive -1 c.tcher in traditional worse Proactive Printed material. tand everts) Vt,ilimpne,. to he dependent Respect for au thori t. ( ommitment to learning a. means to a… | Can the EVS learner independently locate the governing resource and know when to seek expert help? | Can the construction learner independently locate the governing resource and know when to seek expert help? |
| 188 | Appendix F — Reactive vs proactive learning | Needs diagnosis | "M""..,.."".."....104,4,141MONAVVRVVOOttftWOI,P4' 10114,MI,NOMOVI.11111,Mtitr.11,HHI.t.11,111V100^ ,Iti,11,14,1V19111,,,11F1y1,1611.4.,11.11h Resource people super tors. esperto Or - the - oh And 111Ct:Werletices Instituuunal Lommitment to indo 'dual grow Ill … | Is the EVS gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? | Is the construction gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? |
| 189 | Appendix F — Reactive vs proactive learning | Learning theory | IP' 176 Appendix F In Table Table F-1 I have made a beginning in identifying the difference in the skills required by the student in engaging in these two ways of learning. I invite the Journal's readers to join with me in elaborating on the skills of learning… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 190 | Appendix F — Reactive vs proactive learning | Instructor role | 4' bibliography Adult Education Association. Adult Learning. Washington, D.C. Adult Education Association, 1965. Processes of Adult Education. Washington, D. C. Adult Education Association, 1965. Psychology of Adults. Washington, D.C. Adult Educa- tion Associa… | What behavior must the EVS instructor model consistently? | What behavior must the construction instructor model consistently? |
| 191 | Bibliography | Mutual planning | 178 Bibliography Argyris, Chris. Interpersonal Competence and Organizational Effectiveness. Homewood, Ill. Dorsey, 1962. Intervention Theory and Method: A Behavioral Science View. Reading, Mass. Addison-Wesley, 1970. Ausubel, D.P. The Psychology of Meaningful … | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 192 | Bibliography | Objectives and criteria | Bibliography 1:9 Bergevin. P.. and McKinley. J. Participation Training for Adult Education. St. Louis. Bethany Press, ;965. Bischoff, L.J. Adult Psychology. New York. Harper and Row, 1969. Blake. R R.. and Mouton. J.S. The Managerial Grid. Houston. Gulf, 1964.… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 193 | Bibliography | Experience as a learning resource | 180 Bibliography Crow, L.D., and Crow, A. (ids.). Readings in Human Learning. New York. McKay, 1963. "Meaning and Scope of Learning.' Reudings in Human Learning. Edited by L.D. and A. Crow. New York. McKay, 1963, pp. 1-3. Crutchfield, R.S., "Nurturing Cognitiv… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 194 | Bibliography | Instructor role | Bibliography 181 Welfare, Office of Education. Cooperative Research Monograph No. 12 (0E-25040). Washington, D.C. Govern- ment Printing Office, 1965. Flavell, J.H., "Cognitive Changes in Adulthood," Goulet, L. R., and Baltes, P.B., Life-Span Development Psycho… | What behavior must the EVS instructor model consistently? | What behavior must the construction instructor model consistently? |
| 195 | Bibliography | Mutual planning | 182 Bibliography Haggard, E.A. "Learning A Process of Change." Readings in Human Leqrning. Edited by Ld. and A Crow. New York. Mckay, 1963, pp. 19-27. Handy, H.W., and Hussain, K.M. Network Analysis for Educational Management. Englewood Cliffs, N.J. Prentice- … | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 196 | Bibliography | Mutual planning | Bibliography 183 Children. Austin, Texas. University of Texas Press, 1960. Jensen, G., Liveright, A.A., and Hallenbeck, W. Adult Education: Outlines of an Emerging Field of University Study. Washington, D.C. Adult Education Association, 1964, Jones, H.'zi. "In… | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 197 | Bibliography | Objectives and criteria | ( 184 Biblitigraphy Leonard, G.B. Education and Ecstasy. New York. Delacarte, 1968. Lewin, Kurt. Field Theory in Social Science. New York. Harper, 1951. Leypoldt, M.M. Forty Ways to Teach in Groups. Valley Forge, Penna. Judson Press, 1967. Likert, R. The Human… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 198 | Bibliography | Mutual planning | Bibliography 185 Boston. Allyn and Bacon, 1970. Millenson, J.R. Principles of Behavioral Analysis. New York. Macmillan, 1967. through Group Methods. New York. Wiley, 1965. Miller, H.L. Teaching and Learning in Adult Education. New York. Macmillan, 1964. Nadler… | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 199 | Bibliography | Inquiry and discovery | 186 Bibliography Classroom. San Francisco. Jo ;sey-Bass, 1969. Schein, E. Process Consultation. Its Role in Organization Develop- ment. Reading, Mass. Addison-Wesley, 1969. Schein, E., and Bennis, W.G. Personal and Organizational Change Schuttenberg, E. "The D… | What changed-condition inject will require the EVS learner to seek evidence and make a justified decision? | What changed-condition inject will require the construction learner to seek evidence and make a justified decision? |
| 200 | Bibliography | Instructor role | Bibliography 187 E, Adults." Adult Learning and Instruction. Edited by S.M. Grabowski. Syracuse. ERIC Clearing House on Adult Educa- tion, 1970, pp. 28-45 Tough, A. The Adult's Learning Projects. Toronto. Ontario Institute for Studies in Education, 1971. Treck… | What behavior must the EVS instructor model consistently? | What behavior must the construction instructor model consistently? |
| 201 | Indexes | Needs diagnosis | subject index Ability to learn. 150-154 Achievement motives. 47 WI% sties. learning. 120 vtivitv-oriented learners. 36 Acts. of discovery. 75. eelectic. 101. of learning. 28 Administrator, questions for. 2. role ol. 120 Adult. changes, 147-156. cognitive chang… | Is the EVS gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? | Is the construction gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? |
| 202 | Indexes | Experience as a learning resource | teacher, in inquiry method, 75-78, terminal, 112 Behasioral change, learning as. 6-8. modification. 79-82, paradigms. 23. 140-141. technology, 126 Kehasiorism. 20. breaks with. 23-24, criticism, 126-128, principles of learning of. 129-132. purposise, 24 Behasi… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 203 | Indexes | Experience as a learning resource | 190 Subject Index ( reativity, 28 ( riteria. for choosing theories. 92-102. 01 intelligence. Isl, lor selection learning models. 99-100. for a theory of instruction. 74 ( ntical. mass. 166. periods. 35, 147 ( riticism, of behaviorism. 126. 128. of 13 1 Skinner… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 204 | Indexes | Learning climate | F \et:WI CS, LIJCSt1011S for, 1 I screisc. lav% of, 20 I sperienct.. Hovey's concept of, 68-69, learning. design of, 116-119. role of. in learning, 45-46 speriential. learning. 9, 94-95, techniques, 45-46 I spository mode. 74-75 I \unction. 20 I aulitation. of… | What physical and psychological conditions would make a EVS learner disclose uncertainty and practice openly? | What physical and psychological conditions would make a construction learner disclose uncertainty and practice openly? |
| 205 | Indexes | Experience as a learning resource | 192 Subject Index exercise, 24, familiarity, 24, least effort 155, proximity, 24, readiness, 20, similarity, 24 Laws of learning, 20-21, 24-25, 155 Learners, activity-oriented, 36, adult, 35-3g assumption. about, 43-49, continuing, 35.39, goal-oriented, 3S.36,… | What prior EVS practice should be surfaced, tested against evidence, retained, or replaced? | What prior construction practice should be surfaced, tested against evidence, retained, or replaced? |
| 206 | Indexes | Mutual planning | Manpower development, 123 Margin, 35, 143, 145-147 Mass, critical, 166 Materials, 39, 105.106, 164, 174-175 !Mathematical mooels, 22, 28 Maturation, 43-45. 164 Measurement. tests, 15(-154 See Evaluation, Intelligence Mechanism, planning, creatioo of. 109-110 M… | What may the EVS learner help plan, and what controls remain non-negotiable? | What may the construction learner help plan, and what controls remain non-negotiable? |
| 207 | Indexes | Readiness and timing | 194 Subject Index Planning, creating a mechanism for, 109-110 Policies. financial, 107-108 Polies and human resources development. 107 Potential of adult learners, 154 Power. 145-147, adult learning, 152-153 Pragmatism, 16 Principles, learning. 58. hehasiorist… | What real assignment, phase, or changed condition makes this learning immediately necessary in EVS? | What real assignment, phase, or changed condition makes this learning immediately necessary in construction? |
| 208 | Indexes | Evaluation and rediagnosis | Simulation. 106 Situations. design of. 118 Skills. tritium. 78-79 in sell- directed learning. 116. 163. 174-175 Skinner. B I . criticisms 01. 126-128 Social. learning. 79-80. psychology. 103, %ink. 40 Social %%ork Education. ( ounul on, 40 S-O-R tormula. 143.1… | Is the EVS gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? | Is the construction gap knowledge, skill, judgment, communication, supervision, or a work-system barrier? |
| 209 | Indexes | Objectives and criteria | 196 Subject Index Third lorce psychology, 9, 26, 30-34 Time, perception. 35. 149-150, personality change through, 143, perspective in learning, 47 Traces. 24 Traditional education, 41-45, 84, criticism, 68. 94-95 Trainer See Adult educator, Consultant, Human r… | What observable EVS performance and evidence define competence? | What observable construction performance and evidence define competence? |
| 210 | Indexes | Index and concept navigation | ( row, A , 7 Crow, I. D, 7 Crutchfield, R S , 78 Dash. R C , 85, 109 Davis. S A 171 Delafresnaye, H F , 28 Dewes. John, 23, 68-73, 105 Dunham. W B . 161 Dresdahl, I F 28 Dross, I. NI , 64 Druck,:r, P F , 107 Dubin, R , 89 Duncan. D R . 152. 157 Dunnette S1 13.… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |
| 211 | Indexes | Index and concept navigation | 198 Author Index Luce. R D 28 Sare. Is NI 28 Maccobs, F. E., 170 Schein, F 85, 87, 107, 109, 171 Mager R I- III. 113 Schmidt, W 11 , 172 Maheu. R . 161 Sanwa, R A 171 Mann. VC 172 Schuttenberg. I.. 85. 109 Marrow, A 107 Sch%sah. J , 101. 115 N1.islow, '1 11 10… | What decision or field behavior in EVS can this page improve? | What decision or field behavior in construction can this page improve? |