Example: Computer course: A completely theory-driven seminar, in which Excel is explained, does not help, if the participants are not given the opportunity to find their own way of working and independently solve problems.
Employees who work independently are cheaper in the long term!
This is the only way employees learn to deal with the computer on their own and to adapt the program's workings to their own work - by adding new formulas and applications.
On the other hand, if the employees are only given a standardized explanation of how the program works, they will be crying for support for every little problem in the future. That should be more expensive in the long run than once a reasonable training.
Learning works best in the familiar environment
Equally important, Excel, to stay with the example, is always explained to employees in terms of their own work: some applications will need them all the time, others rarely - and forget about using them.
Because that is the second reason why learning is so important in the workplace: the workplace is a familiar environment for most people, and what they have done so far is usually best known , And that plays a decisive role in learning success: every experience, every sensory perception generates an activation pattern in the brain, a perceptual image.
The brain uses existing interconnection patterns
The brain is now trying to activate an already existing interconnection pattern of the nerve cells, a kind of memory image that somehow fits the new activation pattern. If both images match, the new perception is dismissed as known.
If no agreement can be established between the new impression and impressions already stored, nothing happens, the information is immediately forgotten.
People only learn things that fit their way of thinking!
Only when the new activation pattern matches well-known memories will we learn. Because then the old pattern is opened, extended and redesigned until the new activation pattern can be integrated into the now modified reminder image.
This means that people can not perceive everything and can not store it at all, but only what somehow fits their previous ideas and experiences. And that also means, in fact, that knowledge can not be passed on, but is re-created in every brain.
To tie in with the known
When Company If they want to motivate their employees to further training, they must ideally build on already known knowledge. On the other hand, employees must also be motivated - for example, by a promised concrete reward. And: It's good if one person shows the other how it's done!
Tying in with known knowledge works best when the employee learns "on the job" - or at least a model that comes as close as possible to reality. The motivation that employees need can be done in several ways:
How does it work with the reward
For instance, by the superior, who promises them a more interesting task, a promotion or a higher salary as a success of further education.
Or through a trainer explaining to a participant in individual coaching at work that using this computer program will greatly simplify workflows based on their particular level of expertise.
Abstract reward brings little success
If the reward is too abstract ("somehow that's going to be good for your career") or too far away (promotion will take a year), then the brain can not relate training to actual improvement. It does not therefore record that you have been rewarded for an effort - and there will be no positive effect for the future.
However, if the reward is directly linked to learning, then the employee is motivated to continue learning independently, such as by developing new applications for the computer program that make his work even easier. From now on, he learns in the do-it-yourself process for his career.
Further education must become more individual
In order to achieve this, however, some changes are necessary: above all, it should be clear that continuing education is much more focused on the individual, his individual knowledge and his personal talents.
The best form of learning is certainly a training on the job, that is, a one-to-one training directly at the workplace, as has been the norm in vocational training for a long time. An experienced colleague, supervisor or trainer conveys his knowledge by explaining and proving it - and the employee does it. And he also gets a constructive feedback right away.
Further education - when one shows the other how it's done!
It is also possible that employees support each other for learning over a longer period of time. In this way, they are both learners and teachers - this creates a kind of constant best-practice exchange.
In any case, it is important that the supervisor clearly defines the goals of further education - and acts as a role model.
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