Archive for June, 2009
Six principles of adult learning
Adults are autonomous and self-directedAdults need to connect new learning with previous life experiences and knowledgeAdults are goal-oriented – and will look for thisAdults are relevancy-orientedAdults are practical – seeking application of learningAdults need respect and recognition for what they can contribute
- Malcolm Knowles
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Six ways to develop adults to mature learners
To support the development of adult learners there are a six ’scales’ or preferences. helping to move learners from:
Dependency to autonomy
Ignorance to insight
Using shallow abilities to deep abilities
Selfishness to altruism
A need for certainty to a tolerance of ambiguity
Source: Malcolm Knowles
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Five rules for coaching high performers
Quickly get their attention
Demand commitment
Connect via a common language
Hit hard enough to hurt
Engage curiosity and competitive instincts
Source: Ludenes and Erlandson
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Five early stages in getting people development right
Agree desired changes in organisational effectiveness
Set criteria against which to measure progress towards the desired state
Define the skills and other resources necessary
Assess the existing skills and resources
Implement the development intervention
Source: Peter Bramley
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Five reasons to evaluate
Proving Convincing stakeholders that training is making a necessary contributionImproving To highlight how training activities can be improvedRitual Going through the motions – not meaningfulControlling Ensuring standards and quality are maintained throughout a training activityLearning Determining what individuals have learned
From: Mark Easterby-Smith
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Four principles of learner-centred design
Learners are responsible for their own learningTraining is the process of helping people to learn, but not necessarily meeting their conditioned responses to learningThe learning opportunities should provide the greatest amount of choice and freedom in how learners learnThe learning opportunity should be fun-filled and free from fear and embarrassment
Source: Trevor Bentley
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Four stages to starting an assignment
Establish rapportQuestion to understand the client’s needsDemonstrate an ability to deliverObtain commitment to get started
Source: John Burdett
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Kolb’s four learning styles
Active experimentation
Reflective observation
Concrete experience
Abstract conceptualisation
Source: David Kolb
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Four parts to the Investors in People Standard
CommitmentPlanningActionEvaluation
© RapidBI.com This article has been written by Mike Morrison or one of the RapidBI team. We welcome your comments. If you wish to use any text you are free to do so, however please credit us and link to our site.PLEASE RT – Help us by tweeting or adding this post to your favourite [...]
Four levels of learning – Conscious competence
The personal competence model
Unconscious Incompetence – We don’t know what we don’t know
Conscious Incompetence – We know what we don’t know
Conscious Competence – We know what we know
Unconscious Competence – We don’t know what we know
How to use the Personal competence awareness model:
To communicate with and influence learners it is a prerequisite to prepare them [...]
