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Transcript of Training Addresses a knowledge and skill deficit “How to get the job done” Technology Transfer...
![Page 1: Training Addresses a knowledge and skill deficit “How to get the job done” Technology Transfer Broader scope than training Create a mechanism.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bfa81a28abf838c993ab/html5/thumbnails/1.jpg)
![Page 2: Training Addresses a knowledge and skill deficit “How to get the job done” Technology Transfer Broader scope than training Create a mechanism.](https://reader035.fdocuments.us/reader035/viewer/2022062519/5697bfa81a28abf838c993ab/html5/thumbnails/2.jpg)
Training Addresses a knowledge and skill deficit “How to get the job done”
Technology Transfer Broader scope than training Create a mechanism by which change is
accepted, incorporated, and reinforced in an organization
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Technology Transfer Develop cognitive skills needed to
implement a new approach or practice Induce or increase motivation for
behavior change Reduce concerns about change Explore organizational issues in
adopting new strategies
Barry Brown, PhD, from the Change Book
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Models for Implementing Change Acquire knowledge of the practice(s) Become persuaded of it’s value Decide to change Implement the practice(s) Confirm to continue or reject the
practice
Rogers (2003), from TAP 31
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Issues for Trainers Who is your audience? Where are they in the change process? What is the purpose of the training
function?
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Addressing Resistance to Change
Expect ResistanceTrying to understand what is expected and
impact of the change
Normalize resistance Address resistance directly
Knowledge reduces fear
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Learning Process
Four critical elements must be addressed to ensure that participants learnMotivation: enhance reasons for learning;
reduce barriers to learning
Reinforcement: feedback
Retention: meaning, ability to apply, practice
Transference: associate with something I know, similar to something I know, critical to my job
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Active Learning All learning involves some kind of
experience or dialogue› Dialogue with self› Dialogue with others› Observing› Doing
Use multiple types of activities to transmit content
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Experiential Learning Process
Design instruction to connect with all four styles, using various combinations or experience, reflection, conceptualization and experimentation
Visual, auditory, and kinesthetic learners
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Adult Learners Experience and information
› View and use as a strength, allow for sharing Established opinions
› Respect, unlearning and relearning Differences in style and pace of learning
more pronounced› Use diverse methods
Relate new to previously learned information and experiences› Link course content to practical situations and
learners’ goals
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Adult Learners Physical comfort and learning abilities
reaction time, breaks, adapt environment
Adults have prideMaintain a “safe” learning environment
Self-directingRespect independence, individualized processes
Problem centered orientationPractical application is critical
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Instructional Sequence
Review prior learning› Introduce topic
Overview› Identify objectives and activities
Present Content› Tell and show
Exercise› Practice and feedback
Summary› Clarify, link content to past and future content