Most companies invest a lot of money in employee training. This is because the company can grow as employees grow. However, many companies do not actually get much benefit from training. Why do companies invest a lot of money in training but do not actually get much benefit?
Companies conduct training with the hope that employees will grow and that growth will have an impact on the company. However, most companies measure the effectiveness of training by checking how many people completed what training this year. They do not measure how much help employees actually received and how much they grew.
According to a meta-analysis study on the effects of education and training in companies, most education effect almost disappears after 6 months. At the time of completion of the training, employees may feel very satisfied and helpful in their work, but in reality, there is little effect.
The biggest reason for this problem is the instructor who conducts the training. Companies mainly consider how much knowledge the instructor has when selecting them.
However, according to the research results of John Hattie, the effect of the instructor’s knowledge level is 0.09, which ranks 135th among more than 150 factors that affect academic achievement. In other words, how much specialized knowledge the instructor has has little effect on learning achievement.
In the medical field, many research results show that when an expert teaches a specific surgical technique to a student, among the knowledge used when performing the task, such as medical knowledge, action steps on what to do, and decision-making steps,
70% is not taught.
In the medical field, many research results show that when an expert teaches a student, 70% of the knowledge used when performing the task is not taught.
It is commonly thought that an excellent teacher has a lot of knowledge and deep knowledge in the field. However, since the ultimate goal of education is to help students do better, the knowledge that a teacher has is not very helpful in the context of education.
A person with a lot of knowledge is not necessarily a good teacher, and learning from a person with a lot of knowledge does not improve the student’s skills.
Even though he was recognized for his ability to teach and received more than one outstanding education award, he was given a special order to teach him every step or knowledge he could. Even after the class was over, I asked, “Did you miss anything?” and added it, but I still dropped about 70%.
Even experts and people who have received outstanding educational awards think that they have taught students only 30% of what is necessary to successfully achieve the skill and that they have taught them all.
To solve this problem, teachers and students must work together. The effect of the degree of proficiency in the teacher’s cognitive analysis on students’ academic achievement is 1.29. In other words, the teacher with excellent cognitive analysis ability teaches well.
Teachers can make efforts to increase their metacognition as follows.
It is to observe your head, ask questions, and analyze, thinking, “What process do I go through when solving this problem?” And you can directly observe, ask questions, and analyze what students think as they learn this.
Students can choose a teacher who is good at analyzing these cognitive tasks. In addition, it is a very effective way to inform the teacher of how he solved this problem and the cognitive process to help the teacher analyze the cognitive work. Or, the teacher may ask for the cognitive process of solving the problem. For cognitive task analysis, refer to the following article.
You will be able to see things that increase the learning effect if you participate while thinking about these parts in teaching or learning others. Companies should create an environment in which instructors and employees can learn together through cognitive task analysis, not just learning that instructors convey knowledge. Otherwise, you will not have a great effect on the cost of investing in education.
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