Mesures de percepció de la satisfacció de l’Administració educativa

Now that you have a better understanding of what's involved in helping people learn, let's examine some practical steps for teaching people to do new tasks, learn new skills, or learn to carry out a responsibility. Those steps are summarized in Exhibit 5-4.

Exhibit 5-4: How to Help People Learn To help people learn:

1. Set the stage.

2. Establish clear learning objectives.

3. Break the process into segments or steps.

4. Demonstrate, explain, and teach the segments or steps in sequence.

5. For each segment or step, provide opportunities for the person to practice and receive feedback.

Set the Stage

Prepare the person for the instruction with a brief introduction that tells the person what they will be learning and how it relates to their job. The introduction might include an overview or a quick demonstration of what the person will be learning to do.

In the scenario that began this chapter, Barbara might have said, "Roy, one our department's responsibilities is to produce documents that are written and designed by people in the company. As a production assistant, one of your most important jobs will be to incorporate changes to the draft documents. Today I will help you learn how to use our desktop publishing software to make those changes."

This introduction would give Roy a context for the training and tell him what to expect. At this point, Barbara might demonstrate how the software works—making sure that he knows that it is only a demonstration and that he is not expected to remember what she does.

Establish Clear Learning Objectives

Barbara would have been more successful in helping Roy learn to incorporate changes in documents if she had given him a clear sense of what he would be able to do when the learning process was complete.

Earlier you learned that objectives must meet certain criteria: They must communicate what a person will actually be able to do, and they must be relevant to the person's job. For Roy, which two of the following objectives would be useful learning objectives?

a. Insert editorial changes to the text of a report.

b. Change the background color on a page of a marketing brochure.

c. Design a new company logo.

The first and second objectives would be useful because they communicate what Roy needs to be able to do in his new job. But the third objective is not appropriate. Roy's job includes making changes, not deciding what those changes should be.

Break the Process into Segments or Steps

One reason that Roy had so much trouble learning to use the desktop publishing software is that Barbara gave him all the steps at once. To make it possible for people to learn, break the process down into logical segments or a sequence of steps.

Suppose you wanted to help a new employee learn how to prepare an agenda for your weekly meetings. Preparing the agenda involves gathering agenda items from participants, setting the agenda up in the computer, and distributing the agenda. What is one of the first things the person would need to know?

The person would need to know how to identify the participants who might have agenda items and how to contact them.

What about Roy? What are the first things he needs to know about the desktop publishing software?

___________________________________________________________

___________________________________________________________

___________________________________________________________

Roy needs to know how to find and open the program. Then he needs to know how to locate the features he will be using to make specific kinds of changes in documents.

Demonstrate, Explain, and Teach the Segments or Steps in Sequence, and Provide Opportunities for Practice

Once Barbara has broken down the process into logical steps, she can demonstrate and explain them one at a time, giving Roy a chance to master each one before moving to the next. After Roy learns to navigate around the program, Barbara might show him how to enter simple editorial changes such as deleting or adding words to a sentence. Once he has practiced that skill, she can show him how to make more complicated changes, such as moving blocks of text from one place to another. After he has practiced making editorial changes, she can show him how to make changes to the layout and design of a document, again moving from the simple to the complex.

This step-by-step process requires time, patience, and attention on the parts of the trainer and the person who is learning. But that effort pays off in terms of a successful learning process.

Teaching People in Groups

All the principles in this chapter apply whether you are teaching something to one person or to a group. But when you are teaching people in groups, try the following:

 People have different learning styles, so use a variety of approaches:

explanations, demon-strations, discussions, experiential activities, and hands-on practice.

 Find ways to involve people actively by posing questions for discussion and providing opportunities for practice.

 Prepare handouts to reinforce key learning points, serve as reference, and provide detailed information that people need but that you do not have time to cover in class.

 Use visual aids, such as slides and flip-chart pages, to help you communicate information and reinforce key points.

Apply What You Learn ...

Decide how you would go about teaching something you know how to do to someone who doesn't.

Topic: _________________________________________________________________

What kind of introduction would you need to provide? ___________________________

_______________________________________________________________________

What would the learning objectives be? _______________________________________

_______________________________________________________________________

_______________________________________________________________________

How could you break down the process so it can be learned more easily? _____________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

What is the best sequence of segments or steps?_________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What teaching methods can you use—demonstration, explanation, hands-on learning?

_____

______________________________________________________________________

At what points will the person practice? _____________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Try It Yourself

Use what you learned in this chapter to teach a partner to do a task. Reverse roles and repeat the activity. Then discuss the results.

Recap

As a manager, you often need to communicate the right way to do tasks and carry out job responsibilities. People sometimes feel uncomfortable and anxious when they are learning something new. To make it easier for them to learn, keep in mind that adults learn best when they are active participants in the learning process.

To help people learn:

 Make sure they know what they will be learning, how it relates to their jobs, and what they will be able to do when learning is complete.

 Break the process down into logical segments or a sequence of steps.

 Provide opportunities for learners to practice and master one skill before moving on to the next.

Review Questions

1. According to the National Training Laboratory, the average retention rate when people are able to practice what they learn is _____.

a. 35%

b. 65%

c. 75%

d. 95%

2. Which objective describes something people could demonstrate they were able to do by the end of training?

a. Understand how to interview a job applicant

b. Interview a job applicant c. Enjoy interviewing a job

applicant

d. Think through the process of interviewing a job applicant

3. Adults learn best when they:

a. are active participants in the learning process.

b. see a good demonstration.

c. are given detailed explanations of how something works.

d. are tested often.

4. Which statement is accurate?

a. People should be discouraged from making mistakes while they are learning.

b. People should be allowed only one mistake while they are learning.

c. People should be given a time limit during which they can make mistakes while they are learning.

d. People should be allowed to make mistakes while they are learning.

5. Which is a recommended way to help people learn?

a. Begin by letting them try it themselves then discuss what happened.

b. Make sure they have clear goals.

c. Find a way to make the learning fun.

d. Explain the entire process then let them try it on their own.

Answers

1. (c)

2. (b)

3. (a)

4. (d)

5. (b)

Chapter 6: On Your Feet: Making Successful Presentations

Learning Objectives

When you complete this chapter, you should be able to:

 Describe the reasons managers make presentations.

 Describe the key actions for planning and delivering a successful presentation.

 Describe strategies for coping with presentation fear.

Overview

As a manager, you need to make presentations that communicate clearly and persuasively to people in your organization, clients, and others. A carefully prepared, well-delivered presentation can inform, convince, and excite people in a way that printed documents, e-mail messages, web pages, and videotapes are not able to match.

In this chapter you'll learn practical strategies for making presentations that communicate your message clearly and achieve results. You'll also learn strategies for reducing the anxiety you may feel before a presentation and any nervousness you experience during the presentation itself.