• Preparation: Raising the student to plan an effective opportunity to understand.
• 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 evaluate out new concepts and talents on the job.
• Follow-up: Raising the student to proceed their learning journey using on-demand material, training and support from co-workers.
Yesterday I verified how the four levels could implement to a regular capabilities development participation. These days, I will attempt to do the same for an participation that investigates concepts.
First of all, what do I mean by finding ideas? Well, I mean more than the teaching of the information (facts, concepts, recommendations, etc.) which underpin execute performance. Information may be a pre-requisite to determining concepts, but it won't take you all the way there. Ideas are key concepts which underpin your selection. It is not enough to know about ideas; before you can put them into exercise you have to believe them too. For example of topics which are basically inspired by ideas:
• Leadership
• Equality and inclusion
• Project management
• Art and design
• Marketing
• Strategic management
These topics will often make up the reasons for academic applications, but the four levels of PIAF indicate a focus not on learning for its own advantage (or to get yourself a qualification) but on learning as the foundation for changing execute actions. Here's how an experience in concepts might look:
Again I have tried to demonstrate how, as the participation developments, we see the change from power to get, from applications to resources.
Tomorrow, in the final post, I ask you to help me by talking about your own case research for mixed solutions which utilise all these levels.
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