13 JUN WHAT TO DO WITH MILLENNIALS The workplace dynamic and culture is rapidly changing. For the first time ever, four generations of employees are working side by side and organizations must now learn how to manage and train these distinctively different workers.
At Inno-Versity, we believe it is essential to develop customized training so that all age groups are represented. We understand each generation has their own unique learning style. Good training considers the variety of learners, encourages the development of desirable behaviors and clearly conveys expectations in order to motivate all employees.
As Baby Boomers begin to reach the twilight of their career and Generation X and Y are moving into upper management, Millennials are struggling to understand where they fit within the corporate structure.
A recent report found that consumers are engaging more with B2B brands through Instagram thank through the business-focused LinkedIn. So, does this mean brands should abandon one for the other? Not necessarily, says one expert.
Social Learning is not a new concept that has just come out of the factory—cloaked in layers of jargons and giving off the appearance of something that is impossible to wrap your wits around. We have been learning socially since ages and doing great at it; we just didn’t know it till Albert Bandura’s Social Learning Theory started to gain prominence in recent times.
According to this theory, we learn best when we observe another person and imitate his behavior and actions. When we see our “role models” better their lives and that of others with their actions, we are inspired to learn more.
You follow your favorite blogs to learn new ways of writing and how the masters play with the language. You follow art and photography sites to pick up Photoshop tricks and learn DSLR hacks. At work, you observe your peers and seniors to learn the tricks of the trade. We read self-development write-ups to learn how the achievers in our society begin their day, keep away distractions at work, and remain consistently productive. We are learning “socially” almost always.
Fiona Quigley addresses the question: Are we training novice instructional designers for new types of e-learning experiences, or are we just creating another generation who will produce the same old, same old?
In this article, I will offer you an in-depth look at how you can integrate Micro-eLearning techniques into your eLearning course, in order to improve performance and provide your students or employees with the most beneficial eLearning course design.
Our innate tendency to focus on using familiar tools—regardless of whether they're the best fit for the project—is known as the “Law of the Instrument.” Maslow famously summarized the effect as follows:
“I suppose it is tempting, if the only tool you have is the hammer, to treat everything as if it were a nail.”
In my experience, this statement applies just as well to the world of training, a world often saddled with finite resources and limited tools for reaching learners—most typically instructor-led training, job aids, or e-learning courses. And when tool options are restricted and every project needs to be delivered “yesterday,” it’s understandable how folks end up framing them all as e-learning courses. Today’s authoring tools make e-learning course creation so much faster and easier, why not just import that content, publish it as a course, and call it done?
A good-looking course is not a guarantee of its instructional effectiveness. Think of all those magazines with glossy covers that you flip over expectantly only to find that the pages are filled with trash. Unfortunately, many course developers have no clue of how visual design can increase (or decrease) learnability of the material.
Think back to your own learning experiences to understand cognitive load. There was always some subject in school that was, by nature, difficult to comprehend—a topic with a high intrinsic cognitive load. Sometimes text books, with sketchy or roundabout explanations and unrelated analogies, made it difficult for you to make sense of the content. These books increased the extraneous cognitive load and were ineffective.
But almost all of us have been taught by some great teachers who simplified challenging learning matter with diagrams, charts, and demonstrations. They helped us learn and master the subject by reducing the extraneous cognitive load.
Así como no es necesario poner sus manos al fuego para saber que el fuego es caliente, tampoco es tan relevante que a uno le digan que es importante apagar un cigarrillo, pero sí lo sería que a uno le cuenten una historia de cómo un cigarrillo quemó una casa entera para que uno recuerde y tome precaución.
Las personas aprenden mejor cuando saben las consecuencias reales y no sólo las consecuencias potenciales. Nos motiva conocer lo que otros han pasado y saber acerca de la casa quemada y cómo afectó a las personas que vivían allí. El ejemplo es un maestro mucho más poderoso que un grupo de estadísticas presentadas al azar sobre los incendios domésticos que no involucran personas reales.
Por lo tanto, los capacitadores y diseñadores eLearning deben tener presente que los ejemplos son más eficaces que un gigantesco bloque de texto y pueden ayudarle a hacer más con menos esfuerzo. Darles ejemplos a sus colaboradores es como darles una brújula para que realmente puedan encontrar su camino.
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