This
page is intended to give you enough information to make the best possible
investment in PLC training. We’ve made several point-by-point comparisons
to show just some of the differences between “how we teach” and “how they
teach” based mainly on what we’ve heard from our customers. Take a look at
what we offer – and then check out our competition. After you’ve
made your own comparison, we hope that you’ll give us an opportunity to prove that our training is better than anything else
available. Then after you’ve tried us, decide for yourself whether or not
you’re satisfied. If you’re not, we’ll give you your money back. Period.
Our method uses realistic projects
followed by short, active discussions
We’ve developed our unique
Problem/Solution teaching method over many years of successfully
providing training to plant maintenance technicians. Basically we skip
the lecture and assign a realistic project instead. As each student
works individually toward a solution, the instructor provides just
enough “over the shoulder” coaching to keep the student on track. At the
end of each assignment, the instructor leads all of the students through
a group discussion of the material that has just been covered. The
keystone of the Problem/Solution method’s success is that our students
are invariably maintenance technicians who fully enjoy this completely
hands-on approach to learning. There are no scheduled breaks other than
for lunch – and the students prefer it that way. This is definitely not
your run-of-the-mill training.
Our “Problem/Solution” training method
keeps all of our students continuously and actively involved in the
learning process.
Most competitors use lengthy
lectures followed by short labs
In the traditional Lecture/Lab
approach used by most of our competitors, the instructor first gives a
lengthy lecture which is then followed by a short lab session. In theory
the lab exercise is supposed to reinforce the material which was just
introduced during the lecture. In practice it usually turns out that the
students quickly become bored during the first few minutes of the
lecture and then practically “coast” through the rest of it.
Consequently the instructor is then forced to simply guide the students
step by step through their lab exercises. The major shortcoming of the
Lecture/Lab method is the inactivity of the students during the lecture
sessions. This adds up to a lot of wasted classroom time. No matter how
dedicated the instructor, and no matter how motivated the students, it
invariably proves impossible to master the material presented during
hour upon hour of lectures – especially in a course which lasts several
days in a row.
The “Problem/Solution” training method
concentrates on the hands-on training that maintenance technicians
prefer. We won’t waste your time on lengthy lectures.
We can accommodate students at
different levels in the same class
It is a simple truth that all students
are not created equal. Classes are invariably made up of individuals who
have different backgrounds, experiences, and natural aptitudes. Our new
Problem/Solution method capitalizes on these differences and uses them
as educational tools. While the students are independently working
through their assigned tasks, the instructor continuously monitors the
progress of each student on an individual basis. This allows the
instructor to pinpoint the areas in which extra coaching is needed. Any
students who are able to proceed with little or no extra help may be
assigned additional tasks to keep them constantly challenged and
involved. This approach not only allows the instructor to focus on the
unique needs of each student but it also increases both the scope and
the depth of the material which can be covered. The instructor
constantly insures that each student recognizes the specific problems
presented by the task, and then makes certain that the student uses a
systematic approach to finding solutions to those problems. This
recurring association of problems and solutions greatly improves the
student’s understanding of the course material and it also presents the
material in a way that will be useful on the job.
Our Problem/Solution training method
allows each student to learn at an optimum level regardless of previous
experience or aptitude.
Our competitors’ teaching methods
are inefficient by design
With a class made up of students at
different levels, a traditional lecture period is an inefficient waste
of classroom time. If the material being covered is kept light enough
for the least advanced students, then the most advanced students will
receive little or no benefit from the lecture session. On the other
hand, by teaching at a level high enough to challenge the advanced
students, the material becomes too demanding for the students at the
other end of the scale. In simple terms, a significant amount of
inefficiency is inherent in every lecture session. This inefficiency not
only limits both the depth and the scope of the material which can be
covered in the lecture period, it also reduces the amount of time
available for the hands-on lab session which follows. This is an
extremely serious drawback since the majority of technicians pay little
or no attention to the lecture sessions and tend to concentrate most of
their learning effort on the hands-on lab periods instead.
Our Problem/Solution training method
overcomes the inefficiency of the traditional Lecture/Lab approach used
by most of our competitors. By relying on lengthy lecture periods as a
teaching tool, most of our competitors practically guarantee that at
least some of their students will go away dissatisfied with the results
of the training.
Our teaching method effectively
covers incredible amounts of material
Many people who’ve never seen our
Problem/Solution training method in action wonder how we’re able to
present all of the course material without the use of lectures. In
simplest terms, we treat the material on a “need to know” basis. For
example, when the first problem which requires the use of floating point
memory pops up, then the instructor will discuss floating point memory
- but not before. What makes this approach so effective is that the
students become intently focused on a specific problem. The instructor
makes sure that they fully understand the nature of the problem. Then
when the solution is finally presented, the students make a firm mental
connection between the problem and the solution. We all know from
personal experience that these are the types of lessons which stick best
in the human mind. By using simple techniques like this we’re able to
cram more knowledge into our five-day classes than most colleges are
able to cover in a full semester. We frequently hear that particular
comparison from students who are amazed at how much they’re able to
learn, and understand, and remember – all while thoroughly enjoying
their time in our classes.
Our Problem/Solution training method
allows us to cover incredible amounts of useful material. By matching
specific solutions with specific problems, our students are able to
learn, understand, and remember much more useful information than is
possible with any other method.
Our competitors’ teaching methods
limit the material they can cover
Most of our competitors use the
traditional outline method for presenting their lecture material. First
“Topic A” is presented and discussed in detail. Then “Topic B” is
presented and discussed in detail. Then “Topic C” and so on. At first
glance this looks like an ideal way to organize and present a large
amount of information. It certainly makes the instructor’s job easier.
But although this teaching method introduces a great number of
solutions, unfortunately it offers the student little or no guidance
into what problems will eventually require those solutions. Imagine
sitting through several hours of lecture each day. Somewhere in there
might be a discussion of how floating point memory can be used for
storing a fractional number. How many students are likely to remember
that one specific piece of knowledge when, a day or two later, the need
for that knowledge finally comes up?
Our Problem/Solution training method
overcomes the natural limitations of the Lecture/Lab approach. Rather
than presenting a mass of unrelated information, we target the course
material to match the students’ precise needs in realistic situations.
Our workshop-style floor plan
increases instructor/student interaction
Using our workshop-style floor plan,
the workstations are arranged around the perimeter of the room with the
students all facing outward. The instructor is now free to circulate
around the room and continuously monitor the progress of each student on
an individual basis. As the students work through their hands-on lab
assignments, the instructor is able to closely monitor the progress of
each student. Any student who needs extra help can receive the “over the
shoulder” coaching he requires. The instructor can also assign
additional lab exercises to keep the more advanced students challenged
and involved. The large open area created by our seating arrangement
helps with the “group discussion” period which follows each lab
assignment. Here all of the students gather around one workstation and
discuss the problems which were encountered and the steps which were
required to find a solution. By comparing the different approaches used
by other students, each member of the group gains a much better
understanding of the issues involved in a problem and also how to
systematically work out a solution. By carefully monitoring these open
discussions, the instructor gains a great deal of insight into how well
each student actually comprehends the material that has just been
covered.
Our Problem/Solution training method
uses a workshop-style floor plan. This arrangement makes it easy for the
instructor to continuously monitor and interact with each student.
Most of our competitors use a
traditional classroom-style seating arrangement with the student
workstations in rows all facing the front of the room. This actually
works well for lectures - but during hands-on lab sessions the
instructor finds it inconvenient to circulate through the classroom and
continuously monitor the progress of each student. Students who require
additional help soon fall behind. Other students quickly complete the
exercise and soon become bored and disinterested while waiting for their
classmates to catch up. Teaching the concepts of problem-solving skills
and developing a student’s self-confidence require a great deal of
continuous personal interaction between the instructor and each student.
The traditional classroom-style seating arrangement makes this amount of
interaction difficult for the instructor to achieve.
During hands-on lab sessions, our
workshop-style floor plan makes it easier for the instructor to monitor
and interact with each student than the classroom-style seating
arrangement used by most of our competitors.
Want to know more?
The comparisons above are just a few
of the differences between our Problem/Solution teaching methods and the
“training as usual” approach used by just about everyone else. Whether
you’re a plant maintenance manager looking for effective PLC training
for your technicians - or a PLC instructor at an accredited tech school
– or a prospective student - if you’d like to know more, please get in
touch with us. We’ll be happy to discuss our techniques with you by
phone, or possibly offer you a chance to sit in on one of our classes
for free. This really works! If it didn't, we wouldn't guarantee it.
For more information, or
to register, just contact us at:
