Effective trainings must have:
1. A cognitive goal set before formulating the content
-this cognitive goal is considered in how the content is formulated
-this cognitive goal is considered in tests and quizzes
-this cognitive goal is considered in what is shown during the training
2. Appropriated content
-the content has a flow that supports understanding
-the content uses input patterns to make it easy to follow
3. Appropriated visual representation
-the visual part of the training comes to support what is presented
-the visual presentation contains cues for recalls (memory triggers)
-have a duration that is not higher than the trainees’ attention span
4. Support the attention
-it stimulates the subsystems of attention: alerting and orienting system
-it activates the filters of attention
It is worth investing time in developing effective trainings, because those ensure:
1.a higher retention rate
2.learning with understanding (like experts)
3.better consolidation of the information
4.engages trainees
The articles belonging to this category will talk in detail about cognitive factors that influence training and learning and how to use them in trainings.
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When is the trainer most needed during the training? Tao Te Ching answers: “When the student is ready the teacher will appear. When the student is truly ready … the teacher will disappear” When are those precise moments in the learning process?
In each training there are 2 important sources of information that get to the trainees’ minds: “what you say” AND “what you show”. Which one, do you think, is the most important for obtaining effective training?
Why do we need to set goals for effective trainings? Because "the failure of training does not lie in not reaching your goal but in having NO goal to reach" (Andreea Tau). The cognitive goal of this article is to understand and be able to apply Bloom's taxonomy for setting and realizing the desired learning goals in order to make trainings effective.
Against all beliefs, a presentation is not a training! My shortest and simplest differentiation between talking to present and talking to teaching is the following: when I present, I talk for my ego and when I teach, I talk for my attendees. The main difference relays on how much people have retained and understood.
How long should be a training session? Is there an optimal learning time? If you would have to imagine the perfect learning session, how long would that be? Write down your opinion and then come back to hear mine. Content…
