In Part One, we considered whether there were system barriers (Step #1) or circumstances beyond the employee’s control (Step #2) that interfered with the employee’s
When an employee does not perform well on the job, the tendency is to immediately point a finger at the individual as being either incompetent
The prime mission of every trainer should be to build learners’ confidence in their own competence, to increase the probability that they will apply what
In Part One, we considered the first of three approaches to build learner confidence in their own competence, which was for the trainer to plan
If learners lack confidence in their mastery of new learning when they leave a training program, they are much less likely to apply this new
In Part One, we considered the first two essential requirements for real learning to occur, according to David Rock: Attention and Generation. In Part Two,
In Part One, we considered the first two essential requirements for real learning to occur: Attention and Generation. In this Tip, we’ll look at Emotion
There are six key requirements for real learning to occur. The first four are identified by David Rock, the director of the NeuroLeadership Institute and
The issue is whether a classroom program should be converted to self-study or e-learning. In Part One, we identified the unique benefits of a classroom
In Part One, we discussed the benefits of a classroom training program. In this Tip, we consider what would be involved in converting the materials
A client recently made a suggestion that a classroom business management training program for the owners of small private medical practices in Africa be made
It may seem surprising, but the number three plays a significant role in curriculum design in both theory and practice. There are seven triads. Part
