Training Industry Magazine - Winter 2024 - 40

for learners to work together on
projects, share their knowledge and
expertise and encourage one another.
This
fosters
a
collaborative
and
supportive learning environment
rich with opportunities for continued
discussion and exploration, compelling
learners to grow.
Reflection, Self-Assessment
and Feedback
Early on, learners need opportunities
to assess their
skill and ability
current knowledge,
level against
the
new performance standards. Selfassessment
not only allows learners
to identify areas for improvement,
when provided at regular intervals,
it also becomes a tool to measure
progress, target areas in need of
additional practice and encourage
continued growth.
Reflection
activities,
interlocked
with self-assessments, enable time
to process past performance and
explore opportunities for behavior
change. Reflection exercises aid
learners in charting their path toward
effective
skills
reflect
as
transfer. While some
learners are intrinsically motivated
to
part
of
their
routine,
incorporating it explicitly prompts all
learners to reflect.
Feedback touchpoints enrich learning
programs by facilitating performance
awareness. This could be achieved
through
leveraging
provide
guidance,
instructors,
experts, managers, mentors or peers
to
support
and
feedback as learners begin to perform
the skill. In addition, others offer an
outside, constructive perspective,
help ideate to drive performance
improvement and encourage learners
to stay motivated. An important aspect
of reflection, self-assessment and
feedback is the ability to incorporate
recognition for accomplishments and
achievements. Having a structured
mechanism to reflect and continue to
chart a path toward skills adoption will
Building confidence in a learner's ability
to perform the skills is critical in ensuring
they devote time to apply it.
enable learners to hold themselves
accountable and continue growing.
Building Learner Confidence
Change takes place because we
believe we can accomplish the goal
we have set. This " can do " mindset
is heavily influenced by the learning
environment. Starting at the learning
event, the program must encourage
learners and build their confidence to
continue applying the skill outside the
classroom.
Skills transfer takes time, and it can
be easy to lose
motivation along
the way. The learning experience
must strategically build the learner's
confidence by balancing learning,
practice and assessment efforts to
facilitate behavior change instead
of discouraging learners. Focus on
maintaining motivation and building
confidence by setting rewards for
achieving milestones and fostering
a community of learners who are
working toward the same objective.
Building confidence in a learner's
ability to perform the skills is critical
in ensuring they devote time to
apply it. The instructional content
should focus on building confidence,
Recall and Continued Learning
There needs to be opportunities
to gradually build skill mastery and
retrieve the knowledge recently
gained. A successful program will
encourage learners to adopt a growth
mindset, prioritize their L&D and view
challenges as opportunities for growth
and improvement. Classroom time is
limited, driving the need to continue
learning and reinforcing the concepts
outside of the classroom. Guiding the
post-course experience ensures that
learners have direction and relevant
pathways to progress.
Readily accessible tools, job aids
and
guides
help
learners
retrieve
concepts and review in preparation
for performing new skills. Similarly,
developing brief modules to refresh
concepts will assist learners in growing
their knowledge and skills over time.
The objective after the learning event
is to assist learners in remembering
key concepts and continuing to
consider new opportunities to apply
the skills.
preparing learners to apply the skill
and leverage available resources
outside of the classroom.
40
Training Industry Magazine - Winter 2024

Table of Contents for the Digital Edition of Training Industry Magazine - Winter 2024
