By Robert W Pike CSP
Completely up to date and revised, the 3rd variation of this crucial source for education execs is filled with new and important positive factors for offering within your budget, high-impact education. Like prior versions, inventive education innovations 3rd version covers all of the vital fundamentals: Presentation practise, learner motivation, visible aids, workforce involvement, artistic fabrics, source fabrics, presentation options and customised education. New to the 3rd version are six chapters protecting the next: .Instrumented studying .Transformation of latest education courses .Participant-centered strategies for technical education .Participant-centered techinques for machine education .The myths and techniques of eLearning .Classroom administration recommendations. you are going to additionally discover a new appendix jam-packed with basic task aids that can assist you make, purchase, or construct judgements while making plans education.
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Additional info for Creative Training Techniques Handbook: Tips, Tactics, and How-To's for Delivering Effective Training
Every single person in the audience is going to be tuned in to radio station WII-FM; they’re all going to be asking themselves, What’s in it for me? How will it help me do my job faster, better, easier? What losses am I going to avoid? ” Each of the three key groups—senders, sendees, and payers—we mentioned earlier will be tuned to this radio station. What’s the pay-off if they support or are involved in this training? Prisoner Vacationer Socializer Learner Level of Interest ______________________________________________ 23 Creative Training Techniques Handbook, Third Edition Prisoners are sent and don’t want to be there.
The Key is Interval Reinforcement The Ebinghaus Curve of Forgetting Finally, I determine how to vary my transitions from point to point. The importance of this step lies in “Pike’s First Law of Adult Learning”: Adults are babies with big bodies. Think for a moment about the kinds of activities children pursue in preschool and kindergarten. They paint, play with blocks, color, play games, tell and listen to stories—all kinds of hands-on involvement carried out in a room conducive to participation.
When the instructor says, “I thought it was important to get acquainted,” participants frequently feel that they could have been fifteen minutes late and missed nothing of relevance to their job. And, they’d be right. With a little thought we can create an opening that has relevance and gives the participants the feeling that every minute is going to be useful. Research Factoid “Learning requires focused attention, and awareness of the importance of what is to be learned” (Angelo, 1993, p. 5).