| > | | | | - Use training in line with VAK sensory (Visual, Auditory, |
| Setting up an ideal training environment and process is | | | | Kinaesthetic) to increase learning by appealing to all |
| critical to enhance the effectiveness of knowledge | | | | senses. |
| transfer. An organisation needs to invest in its staff to | | | | - Use mind mapping to help categorisation of content |
| prepare them to face the challenges of future and | | | | and help learners to remember the content well. |
| market demands. This requires soft skills and technical | | | | - Use music to enrich the training environment, let |
| training which comes at a cost. Imagine after all the | | | | learners relax become more energetic. |
| consultation, setting up training programs and delivery, | | | | - Be aware of the different forms of intelligence as |
| the organisation discovers that not much knowledge | | | | you plan the course. People have strengths in different |
| was transferred to their staff and they had gone back | | | | areas. Spot areas they need to work on more and |
| to their old habits. This would be a great waste of time | | | | deliver a tailored training. |
| and resources. | | | | - Focus on emotional intelligence to increase the |
| Setting up an ideal training environment and process is | | | | efficiency of interaction among learners. |
| critical to enhance the effectiveness of knowledge | | | | - Use a motivation system to encourage learning. For |
| transfer. An organisation needs to invest in its staff to | | | | example, you can use RAP which stands for |
| prepare them to face the challenges of future and | | | | Recognition, Affirmation and Praise. |
| market demands. This requires soft skills and technical | | | | - Use relaxation technique to make your learners feel |
| training which comes at a cost. Imagine after all the | | | | comfortable in the environment. |
| consultation, setting up training programs and delivery, | | | | - Explore the field of metacognitive learning. If learners |
| the organisation discovers that not much knowledge | | | | understand how learning works, they can learn better. |
| was transferred to their staff and they had gone back | | | | - Set SMART goals for the learner and teach them |
| to their old habits. This would be a great waste of time | | | | the importance of setting appropriate goals. SMART |
| and resources. | | | | goals are Simple, Measurable, Achievable, Realistic and |
| Because of this, it is important to focus on how to | | | | Timely |
| improve training delivery and maximise the transfer of | | | | - Sustained concentration is usually quite short. A |
| knowledge for a given time. Fortunately, many new | | | | simple formula is to use age plus 1 in minutes. For |
| techniques have been studied and researched which | | | | example, a 5 year old has 6 minutes before getting |
| have significantly improve the quality of training design | | | | distracted while a 10 year old has 11 minutes. Adults |
| and delivery and if followed can have a marked | | | | may last longer, but they still have a finite amount of |
| improvement. These techniques are collectively known | | | | time before they lose concentrate. The training course |
| as accelerated learning. Here are a number of | | | | must have frequent “brain breaks” to allow the |
| common guidelines recommended within this area: | | | | brain to regain concentration. This simple rule alone can |
| - Build self-esteem in the leaner so that he or she | | | | significantly increase the effectiveness of your training. |
| wants to learn | | | | These guidelines can notably help training courses to |
| - Provide a suitable environment. Include lots of | | | | become more effective and hence useful. To |
| drawing surfaces and drawing materials. Use colour, | | | | accelerate the process of course design and to teach |
| props and creative content in the environment to | | | | trainers in these concepts, organisations can use train |
| increase inspiration. | | | | the trainer training materials to prepare their staff to |
| - Increase physical interaction. This helps memorisation | | | | become better at transferring knowledge to others. |
| of events as learner can better recall what was | | | | The training materials use accelerated learning |
| discussed in the course and are more likely to use the | | | | principles discussed here and teach these to trainers |
| content back at work. | | | | who want to become better at training delivery. The |
| - Encourage delegates to move. This helps them to | | | | soft skills course itself relies on accelerated learning, so |
| become more creative. A static body leads to a static | | | | learners can easily see how the principles work in |
| mind. | | | | practice. |