Learningclub7

Input from  http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-Classroom-Management Part 1 focused on general points for classroom management and part 2 looked at maintaining an appropriate level of cooperation. Part 3 will focus on high-needs students. We will learn to identify them and appropriate response Types of high-needs participant How to identify them Appropriate response Passive Fear of relationships Very shy; avoid connection with other; never initiates conversation with others; attempts to be invisible Fear of failure Gives up easily; easily frustrated and uses negative self-talk  - Provide a safe environment to speak and interact;  - Protect from aggressive participants;   - Boost their self-esteem with positive talk Aggressive Hostile : Rages, threatens or intimidates Oppositional:  Never follows the rul...

Input from  http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-Classroom-Management In the last lesson on the art of classroom management, we learnt about  managing the training environment. We will continue with how to achieve an appropriate level of cooperation. Note the word “appropriate” ; it is another word for " moderation" . We should show moderation in our dealings with others and remain as professional as possible.  In Part 2 of the series, we will take a look at how to maintain an appropriate level of cooperation through flexible learning goals, personal interest, positive classroom behaviour and being aware of high-needs participants 1. Flexible learning goals Always allow the participants to share their own expectations and/or prior experience related to the training or topics. That is the best way to ensure flexibility. If it is outside your scope, be helpful in referring them to materials or someone with...

Input from  http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-Classroom-Management Whether in school or workplace, we all have to manage people and that’s all classroom management is all about. Maybe it is often associated with primary and secondary education but it is equally important in workplace trainings. I think the word "lead" will be better.How do we manage the training classroom environment with different personalities? There are certain points for effective trainer-participant relationships; in the field of education we will say teacher-student relationship but since I’m referring to workplace learning, I will use the trainer-participant relationship throughout  this article. Be professional in your interactions : It is absolutely perfect to be nice but you need to ensure that you don’t compromise the trainer-participant relationship by being unprofessional either in your behaviour, mannerisms and attitude. It wi...

Written by Adebayo Adekola - bayus007@yahoo.com   We are all familiar with the numerous workplace culture like team spirit, customer service, innovation but do we realize that training can be designed to create and sustain the desired culture. A one-time event will not create a culture but a series of targeted trainings along with effective communication across all levels can create the desired culture or display of these values. I will use culture and value interchangeably. How do we use training to create a culture? Identify the desired culture e.g. team spirit; customer service, creativity, work-life balance What is the current state or the perceived view about this values? You need to carry out a survey or focused group discussion to gain insight into the current state What are the hindrances to exemplifying the desired culture or values? Does the leadership portray these values? In tackling this change in culture, start from the ...

Design by Bayo

Personally I think that needs assessment should be standard protocol for every training activity. We need not have an elaborate process each time but it is important to have a needs assessment each time. Each trainer should have a needs assessment at each point. Why do you need to have a needs assessment It reveals a lot; it tells you if training is the solution and also brings up hidden things that are covered that could be the reasons for the performance gap. It helps you focus on what is necessary to solve a gap in knowledge and skills. You also identify who should participate in the learning activity. It prevents unnecessary spending through focused learning. It shows other required performance support required for successful performance Types of needs assessment Business assessment - What is the business focus? Learner assessment - Who will participate in the learning? Job analysis or assessment - What is require...

We are at a critical point where innovation is no longer wishful thinking but a must for every business to maintain its competitive edge. It is expressed in new products and services and the main source is the PEOPLE. While we often assume that some are naturally creative; I want to believe that we all have an element of creativity in built but it has to be nurtured. It already exists in each of us and it requires a simple nudging in the right direction and in the right environment. It is in fact freedom of expression in different ways. While many people fear creative expressions, it is what is needed to bring about innovation. We talk about innovation but people are boxed in to do things in a certain way without questioning. The very act of questioning brings innovation. We talk about innovation and we are not willing to invest in the people who carry innovation. We talk about innovation but we care about our own ideas only. We talk about innovation but we treat mistakes as dea...

Every initiative or solution is concerned about impact in the long run and learning is not left out. In fact the quest for learning impact has increased in recent times. Gone  are the days when you think that all that matters are the evaluation or (happy) sheets after a training event. "Impact" is the reigning buzz word in learning. While I completely agree with the need for impact, we seem to always forget that impact can only come when there is a proper structure and we follow through on the process. The mere fact that structure and process are often ignored account for the lack of evidence in trainings or learning impact.  Let us look at the very simple approach to learning:  Need assessment - Design - Development - Implementation - Evaluation . When we fail to establish a proper structure for learning , we hardly will see the impact of what we have done. The same for process; truth be told, in process lies the key to impact. At ...