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Criteria for the approval of an Assessment Quality Partner

The QCTO will appoint an entity as an assessment quality partner only if it is satisfied that the entity has: i.      The necessary expertise, experience and standing in relation to the occupational qualifications or foundational learning for which the assessment quality partner is appointed; and ii.      the resources necessary to perform its functions In terms of clause of the QCTO Delegation Policy, 22 June 2011 the criteria have been defined in detail as follows: i.     be  recommended  to  the  QCTO  by  the  relevant      DQP  during  the occupational                           development  process at a point  when they submit  an occupational profile. Possible evidence: letter of recommendation from [...]

components

Components of a successful employee learning experience

Based on adult learning principles, here is a checklist for a successful employee learning experience:

      The goals of the employee training or development program are clear

 

      The employees are involved in determining the knowledge, skills and abilities to be learned

 

      The employees are participating in activities during the learning process

 

      The work experiences and knowledge that employees bring to each learning situation are used as a resource

 

      A practical and problem-centered approach based on real examples is used

 

      New material is connected to the employee’s past learning and work experience

 

      The employees are given an opportunity to reinforce what they learn by practicing

 

      The learning environment is informal, safe and supportive

 

      The individual employee is shown respect

 

    The learning opportunity promotes positive self-esteem

Components of a successful employee learning experience

Based on adult learning principles, here is a checklist for a successful employee learning experience:

      The goals of the employee training or development program are clear

 

      The employees are involved in determining the knowledge, skills and abilities to be learned

 

      The employees are participating in activities during the learning process

 

      The work experiences and knowledge that employees bring to each learning situation are used as a resource

 

      A practical and problem-centered approach based on real examples is used

 

      New material is connected to the employee’s past learning and work experience

 

      The employees are given an opportunity to reinforce what they learn by practicing

 

      The learning environment is informal, safe and supportive

 

      The individual employee is shown respect

 

    The learning opportunity promotes positive self-esteem

THE THREE COMPONENTS OF COMMUNICATION

On a daily basis we work with people who have different opinions, values, beliefs, and needs than our own. Our ability to exchange ideas with others, understand others’ perspectives, solve problems and successfully utilize the steps and processes presented in this training will depend significantly on how effectively we are able to communicate with others.

The act of communicating involves verbal, nonverbal, and paraverbal components. The verbal component refers to the content of our message‚ the choice and arrangement of our words. The nonverbal component refers to the message we send through our body language. The paraverbal component refers to how we say what we say – the tone, pacing and volume of our voices.

In order to communicate effectively, we must use all three components to do two things:

      1. Send clear, concise messages.

2. Hear and correctly understand messages someone is sending to us.

Communication Involves Three Components:

      1. Verbal Messages – the words we choose

2. Paraverbal Messages – how we say the words

3. Nonverbal Messages – our body language

These Three Components Are Used To:

      1. Send Clear, Concise Messages

2. Receive and Correctly Understand Messages Sent to Us