I described a simple series of four levels through which a workplace learning participation should progress:
• Preparation: Raising the student to get prepared for an effective chance to learn.
• Input: Providing the formal aspect which hopefully motivates the student and act as a car owner for changes in actions and on-going capabilities development.
• Application: Providing opportunities for the student to test out new ideas and capabilities in the workplace.
• Follow-up: Raising the student to continue their learning journey using on-demand material, training and support from co-workers.
In exercise, many therapies include absolutely of the Reviews level. While formal information may be interesting at the time, they are all too often divided actions that are not absolutely used. While some learners, particularly those who are well continual by their line mangers, will be able to organize their own alternatives of System and Follow-up, all too often all you are staying with are regret.
PIAF is useful because it does not needlessly focus on the Reviews phase; it mixtures this in to a process that starts and results in the real-work environment. So why is 'blending in' so important?
Preparation: Any sort of formal feedback - from a number of unique classroom sessions, to an online simulation, to the meeting of an action learning set - needs a clear purpose. In the Preparing level, the student, ideally together with their manager, can indicate on their needs and set up goals. If there is any discrepancy between the long run Reviews and the learner's starting point then this may perhaps be treatable here: the Reviews can be designed to better match the learner's need; and the student can carry out some preliminary research to make sure they are prepared to take advantage of the Reviews. Either way, the Reviews level will combine more proficiently - it will not be divided or mis-aligned.
Preparation has another part which is to start to handle with the learner's wishes and problems - their emotional response to the participation. As Processor Shackleton-Jones has described, while a focus on efficiency is important, it is not sufficient. The Preparing level can be used to get between co-workers, to find out recommendations, to handle with problems and organize the participation with the learner's personal wishes.
Application: Without System, all we are staying with is good goals - capabilities stay conventional and ideas untried. System is when you should start to get a come back on the investment that has been made in Input; 'should' because sometimes the skill-sets you have started to develop and the rules you have provisionally taken on board will not provide on the assurance and will are not able to boost performance; but without System you will never know.
Follow-up: An participation is just that; it is an interlude on the journey not the journey itself. The Follow-up level embeds the learning into the everyday job environment, supporting the student to boost their capabilities and ideas and to keep up-to-date with the regularly changing specifications of the job. This level identifies a move from power to take, and from programs to resources. As their assurance enhances, the employee will become an celebrity in supporting others, a trainer as well as an individual.
In the next two material, I helps guide you PIAF does apply to the development of capabilities and to the finding of ideas.
PIAF - combining in
in
Education
on August 12, 2017
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