As a leader in workplace learning and performance, FKA has worked in many industry sectors. One common challenge, whether it’s in technology, health services, pharmaceuticals, financial services or manufacturing, is the effective utilization of technical support resources in both pre- and post-sales activities.
In an earlier blog we discussed what are the Instructor Competencies for face-to-face, online and blended settings. In this blog, we’ll identify the uses of instructor competencies in terms of how they can improve instruction and enhance learning and performance.
What does it take to be a competent instructor? That question has been asked a multitude of times and today’s perspective takes into consideration the face-to-face environments that most instructors and facilitators know (the physical classroom and on-the-job training scenarios), as well as virtual facilitated (synchronous) learning, and blended settings.
Do you need to improve the effectiveness of your instructor’s ability to transfer skill and knowledge in the physical, virtual, or on-the-job learning environments? Does the delivery of your training programs lack engagement and motivation? Do your learners get tired of the same presentation or application methods?
If the answer is yes, here are 10 simple and effective ways to improve learner engagement without having to redesign your total program:
In our previous blog, Consulting Roles for L&D Part One, we identified that to successfully focus on performance, L&D must be redesigned so that it’s goal is to enhance human performance in support of business goals. In doing so, L&D professionals act as performance consultants in their organizations. But transitioning to a performance consultant from the more traditional role of learning consultant is not always easy, especially if they have been working and viewed as an Expert or Pair of Hands and not as a Collaborator by the client. (more…)
The Learning and Development profession continues to undergo major structural changes, one of which is the transition from a focus on learning as an output and toward a focus on performance improvement.
According to the latest State of the Industry Report by the Association for Talent Development (ATD), organizations spent $1,273 per employee on direct learning expenditure. Paired with this fact is the belief that no more than 20% of this investment results in the transfer of the new skills and knowledge back to the job. If learning is not getting transferred, and the new knowledge and skills are not being sustained, the learning initiative is a waste of time and money.
People who feel ownership of their work are likely to find that work more meaningful than people who have no say in how goals are accomplished.
Part of the richness for many organizations today is the variety of languages and cultures that are represented in their business. Cultural sensitivity and the competence to deal with such differences are important skills for L&D professionals. More than ever, language and cultural differences are influencing how workplace learning programs are designed and delivered to effectively support learning.
In today’s global society, many learners are facing the challenge of participating in training programs delivered in English, which is not the language that they speak.
Since most of these learners have not been introduced to the vocabulary and concepts of English, comprehending the new content and learning may become problematic for them. A study by Kongsberg International School in Norway: Language Teaching Strategies and Techniques Used to Support Students Learning in a Language Other Than Their Mother Tongue noted that “…. if they are not understanding, they cannot be learning.”