Beruflich Dokumente
Kultur Dokumente
Agenda
Learning Process of Learning What are the gaps in the learning Process Factors to be considered to facilitate learning in a training programme Filling the gaps in the learning process
Learning
Learn as per the needs
The second way of learning is from George Leonards book Mastery which discusses about how one masters a martial art and how that can be applied to any skill learning. Instead of looking at learning as a typical steady line graph as this one:
Knowledge instruction is often the foundation for performance improvement, yet people sometimes resist this type of training. It can be seen as being dull, which frequently results in a low retention rate Nevertheless certain type of knowledge - such as concepts,facts,procedures and policies are critical to successful job completion If you are attempting to facilitate knowledge learning , you must target it to your trainee's level and be able to help them it to their job.
Skills based training comes into play when new employees come on board, or changes in job descriptions or technology require training of new skills. It can also apply in situations where an employee hasn't quite mastered a skill.
improve productivity.
Are customer service representatives rude to customers?
To what extent the topics and modules included in the programme instigate action and excitement? What specific aspects or features of the topics are likely to be covered during the programme What changes ,revelations or new skills sets does the programme offer to their intellect, abilities and pretraining experiences?
training methods
Participant- Trainer
In its own special way , each relationship contributes to the training process
The size and composition of a training group are key aspects of a training programme If the group is too small- say less than 10 participants - trainers are in a position to give personalized attention and participants are better placed to realize their personal learning objectives On the other hand , a very large group -more than 35 participants has an overabundance of interactions and hence the group
Direct inputs by the trainer Learning through sharing within the training group Learning through practice and exercise Formal and informal methods of observation Out of session exchanges with participants and trainers