Experimentation on creating a Learning Entity (1 year) LO30753

From: Andrew, QuaSyLaTic (andrew@360q.com)
Date: 11/04/03

Replying to LO30743 --

>From the host's desk:

[Host's Note: From the link above, it appears that Andrew's experiment
is a course in technical analysis for investing. Andrew, I hope you'll
let us know your conclusions about learning. ..Rick]

Referring link:


Rick, Thanks for your encouraging words,

I hope to have some more discussion on the subject of 4 elements
towards learning entity. LO members' views and comments are highly

 a) Intrinsic motivation of the people

In the above experimentation of learning, the intrinsic motivation is
demonstrated by learners commit themselves by paying some fee (money)
from their own pocket.

As a management trainer and facilitator for corporation, such
demonstration is lacking. Participants to training programs are paid
by the sponsors / corporation. It presents on the onset a great
challenge to the trainer / sponsor, how to trigger the intrinsic
motivation of the learners, the clues to it have to depend on the
following 3 elements.

In the case of this Internet tuition class experimentation. Intrinsic
motivation (by paying initial fee) again does not guarantee full
commitment, as I have to deal with the discipline of learners'
continuous and consistent following the lectures and doing the
 b) Acquiring appropriate sets of theories, tools and skills

Again in the above experimentation, the appropriate sets of theories
and tools are in the subject matter Technical Analysis of the market
movement (more importantly I will teach and coach on the learners'
mental model, attitudes towards money etc, not just the techniques on
investment). Now it depends on the competency and skills of the
trainer and coach to deliver the training material : sufficient
knowledge follow by rigorous practice.

Again, this approach is lacking in most corporate training. There is
either overload of theories and tools from trainers or consultants, or
not too relevant to the learners, especially when they complete and
classroom training and enter into the real world of workplace.

 c) Designing a learning environment in daily practice.

Designing a learning environment also requires the presence of coach,
mentor and facilitator who is proficient in the subject matter for a
period of time (in this case 1 year). In the above experimentation, I
am not only the teacher of the subject matter, but should also be
skillful in facilitation and coaching process to bring about effective
and accelerated learning.

Again in most corporate world, learners after the training workshops
are left on their own to germinate the seeds of learning, (Seeds refer
to the knowledge and tools learned in classroom.). More often than
not, the seeds cannot germinate and hence no growth. (refer A047
Attraction and Inhibitions to Learning, of
http://www.360q.com/360q_articles.html, interested parties please
email andrew@360q.com for access).

 d) Application to real business issues to see intended results being

In this experimentation, the real world is the actual market evolving
everyday with new patterns and trends. Hence students can apply their
newly acquired knowledge and tools to test their application.

In organization, the real world is the reality people face every day :
business issues, communication issues, relationship issues, etc. etc.
What is really challenging is that there is no real right or wrong

My hope is that there will be insights we could gain from this
experimentation on creating a learning entity focusing on investment
tools (technical analysis). From there we may draw some more clues on
the mysteries of going about Learning Organization more effectively.


Andrew, QuaSyLaTic


"Andrew, QuaSyLaTic" <andrew@360q.com>

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