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When introducing learning strategies into the workplace, it is important to base these strategies on a good understanding of adult learning. Kolb and Fry (see Links and Resources below) developed a way of looking at the adult learning process called the Experiential Learning Cycle.
To put it simply, first the learner must experience something directly - concrete experience. You decide that as part of your employee training program you are going to offer coaching on handling angry clients. You could present some content on the steps in handling angry people, followed by a demonstration.
The learners could be asked to discuss the information provided - what did they observe in the demonstration, how do the steps in handling an angry client compare to their current way of coping with such situations. The learners then might be asked to think about how they can use the information provided to improve the way they deal with angry clients.
You want to teach an employee how to research and write a report - something she has never done before. Show the employee some other examples of report writing styles and guidelines to use in deciding upon the organization of her report. Learning strategies that allow all your employees to learn using their preferred sensory mode will improve their learning. Designing learning activity using adult learning principles will help your employees make the most of the learning opportunity provided.
Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. Get your quality homework help now and stand out.Our professional writers are committed to excellence. You want your employees to become more effective and emotionally intelligent communicators, savvier negotiators, more compassionate and effective deliverers of bad news, better coaches, and more sophisticated cross-cultural communicators. Well, not so fast. Skills training is a huge industry, but also one with an equally huge failure rate. One answer is that training is often structured or run poorly, and that the people receiving the training simply don’t care about learning.

Think about it: In a safe training setting, people can freely experiment with behavior, often without the pressure and negative stakes of a mistake or misstep. To help your employees benefit from training, without handicapping their ability to succeed in real-world settings, start by taking a careful inventory of your current training programs. In my work on cultural adaptation, I’ve found that people often underestimate the emotional challenges they experience when they have to switch cultural behavior and act outside of their cultural comfort zones. To provide a realistic preview of the emotional dynamics of actual situations, give employees information about the likely emotions that they will experience transitioning from the safe to the less-safe and more consequential performance environment. Organizations can also offer role-plays and simulations — ideally ones that mimic the level of challenge people will ultimately face in a performance environment. To truly hone the skills of your employees, you need to offer them opportunities to step out of their comfort zones and learn to perform under pressure. Andy Molinsky is an Associate Professor of Organizational Behavior at the Brandeis International Business School. SA Business IndexThe South African Business Index (SABI), which is an independent national networking and business alliance organization, was formed in order to fill a significant gap identified in the networking and communication sector of the business market. Others will prefer to observe what is going on and reflect on information - reflective observation.
Knowles' work and that of many other researchers has led to a lengthy list of adult learning principles.
Companies spend billions of dollars annually helping their employees develop all sorts of interpersonal skills with questionable return on their investment. That certainly could be true, but I’d also like to advance another reason: The care and attention we put into creating psychologically safe settings for our trainees can paradoxically limit their abilities to transfer these new skills into the real world. They often receive immediate, supportive feedback and are applauded in their efforts to learn. In many of our training programs, there is often a significant gap between the rhetoric for what we hope to achieve and the reality of what we can possibly achieve given what we provide employees during the training.
Imagine your goal is to provide training to help line managers execute a round of layoffs with dignity and compassion. In the layoff case in particular, it’s also important to provide employees with the likely emotional reactions of victims, because that will add an additional layer of complexity to their capacity to handle the dynamics of an actual situation.

Finally, in certain cases, organizations can train people in actual situations, either as a bystander (being in the room while someone else performs the task) or as performers themselves of similar, but less challenging versions of their ultimate target performance situation.
It may add another layer to training programs, but in the end, the payoff will be worth it. He is the author of the book Global Dexterity: How to Adapt Your Behavior across Cultures without Losing Yourself in the Process (HBR Press, 2013). Similarly, in mywork on performing layoffs and delivering bad news, I have also found people can be similarly naive about the power of in-the-moment emotional reactions, and misreading these emotional challenges can similarly doom them to failure. So, if a difficult round of layoffs is the target, a manager might work first on delivering challenging performance reviews, which to some extent mimic the dynamics of delivering bad news in a layoff setting. Why does training seem like such an obvious solution to a real problem when it doesn’t prove fruitful much of the time?
People don’t necessarily have the same level of patience or forgiveness as they do in a training environment. Of course, these situations are different from the ultimate target situation, so debriefs of the situation should also emphasize these differences.
The stakes are also typically higher: In a training setting it’s about learning, whereas in most performance settings, it’s about delivering results. The experience of performing a layoff can be emotionally challenging, and without a realistic preview of these challenges and opportunities to learn how to manage them, many managers will ultimately fail. In situations such as these, individuals suddenly find themselves uncomfortable and anxious.
In an attempt to alleviate their stress, they forget what they learned in training and fall back on their previously established habits in their comfort zone.
In essence, they don’t know how to adapt their comfort zone to react to the situation while also applying the new skills they learned in training.

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training development employee performance

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