Blog 2 min of reading
We all know that learning takes time and effort. However, for quality learning, we need to find meaning in what we're doing and we need to be motivated to do it. Things are no different when it comes to training your employees and teams.
Often you managers wonder how you can classify whether a training programme has been successful.
That's why, over the next few weeks, we're going to show you the 4 master pillars of successful training!
This way, you'll feel more motivated and confident to take on more training for your company.
Shall we get to it?
Brain
We can't tell our brain "Don't think! Be attentive!". It's not a domesticated animal. It adapts, depending on the circumstances of course.
Different skills utilise different parts of the brain. Learning interpersonal skills activates subcortical structures, while developing new technical skills stimulates the prefrontal cortex.
Competências técnicas
The prefrontal cortex is essential for some execution functions, cognitive planning and for higher intellectual functions such as reasoning. This area of the brain is fundamental in defining how we develop professional and technical skills. It stimulates our operational and semantic memory and therefore plays a key role in how we learn practical knowledge that can be used immediately.
Short, repetitive formats in homeopathic doses, which you can access at any time during the working day, are particularly effective for developing technical skills. This is the essence of microlearning. Short videos (from 30 seconds to 3 minutes) that talk about one topic per video.
Competências sociais e interpessoais
In the case of interpersonal skills, we need to make real changes in students' behaviour (social skills). This requires a new approach to learning. To transform behaviour, you need to involve the subcortical areas of the brain.
With microlearning, dopamine is released to reward positive behaviour and it is gradually internalised through feedback from peers, tutors and managers. A discovery-based learning strategy involving trial and error means that students can grow with each experience, its specific context and outcome(s) in order to develop appropriate behaviours.
To do this, we need to use another technique, macrolearning, which uses longer, customised sessions. To develop interdisciplinary and non-technical competences, time is an important factor. The core elements include reflection, practical and applicable exercises, interaction and feedback.
For memory to improve and analyse experience, it needs to store knowledge (semantic memory) and guide the tasks or processes we carry out (operational and procedural memory). That's why it's best to alternate between micro- and macrolearning.
This way, we ensure that training has more impact on your employees!