Non-technical skills are generally referred to those soft- skills that are generic in nature like interpersonal, communication, team work, time management, problem solving or creative skills. Organizations are increasingly giving importance to non-technical skills of their employees at the workplace for optimizing human performance for organizational well-being and growth. Hence, non-technical training programs have found a prominent place in the HR training programs of organizations in recent years.
Non-technical training involves training in aspects which are intangible be it leadership development skills, team-building, problem-solving or management techniques. The training program is facilitative in nature and focuses on outcomes that are definable using behavioral objectives. It is more learner-centric and needs the trainee to imbibe the skills being shared. Developing non-technical programs has its share of challenges which can be listed as follows:
- The scope of topics in Non-technical training programs is quite vast and narrowing it to the given context and making it relevant to the participant is a daunting task.
- It is difficult to convince and gain acceptance by a participant for the need for the non-technical training program be it time management, leadership skills, team building etc and participants cannot appreciate its long term benefits.
- The program has to be designed in such a manner that it is interactive with role plays, activities, simulated conversations or graphics so as to ensure that the participants’ interest levels are not lowered.
Since non-technical training involves behavior skills that need to be worked on over a period of time and depends on the individual, it cannot be measured in tangible way. As a result, it gets difficult to quantify the extent to which the skills have been imparted thereby judge the success of a program.
To ensure the success of the non-technical training program, a trainer or designer has to ensure that the course is tailor-made keeping in mind the needs of the participants. Though the subject is generic in nature in order to ensure active participation, the program has to be designed in such a way that the participants find it beneficial in the context of their specific work-place environment.
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In my last blog, we have seen how E-learning, webinars and Mobile apps can be used to impart product training. In this blog, we will look at some more methods.
E-learning is the continuous process of learning through electronic media. Instructional design is a systematic process of learning, and this learning facilitates achievement of the intended goals. Many think that instructional design is all about using technology, but this is not the case.
“A major challenge we face today, therefore, is to create a desire in people to learn; and to foster and facilitate this desire throughout their lives.”
- Bryn Holmes(Author, eLearning Concepts and Practice, 2006)
One of the most important factors for organizations to succeed in today’s competitive landscape is the speedy launch of new products. The time-to-market of new products is critical to survive and succeed. Furthermore, the life cycles of most products are getting shorter due to rapid advances in technology.
On the other hand, if your sales employees are not rightly trained on your products, they will not deliver the right message to your potential prospects making it a competitor’s gain.
We all have a child in ourselves, energetic, fun loving and having zeal to explore and win games. In this state, we learn the best because our emotional state is very positive and retention of learning will be at the peak.
How do we bring out the kid in ourselves, while learning a new skill or acquiring knowledge?
Introducing new processes and software applications can be quite a daunting task. Employees are not receptive to change and teaching all the details and minute steps can be time consuming. Conducting classroom sessions might not be a very beneficial solution. Learners will need to set aside time from their busy schedules, and often, this might not be feasible. The limited number of facilitators will also slow down the learning process. Facilitators will also need to travel extensively to teach learners spread all across the globe. All these arrangements take up considerable efforts, time and financial resources.
I would like to pick your brains with a quick question on compliance assessment.
In your experience with assessing compliance topics, is it OK to let learners keep repeating a quiz until they achieve 100%?
The mining industry plays a key role in the Australian economy. According to a report published by the Department of Education and Early Childhood Development, Government of Victoria, in 2013, mineral and energy commodities account for 60% of the nation’s total exports.
In this blog, I wish to share my experience on how I developed an interesting course though it had technical content.
This course on finance was a challenge for a non-financial person like me. Initially, it panicked me as I have no idea about finance. But, as an instructional designer, my approach towards this project was more on “educating not teaching”. For this, I did a lot of content comprehension to educate myself before I educate others. We will now see how I faced this challenge and accomplished my goal.
We still remember things that we have learned during our childhood. We remember many incidents that happened long ago. But, there are some instances where we don’t remember things. This,most probably, happens during education. Being a human being, it’s quite natural to forget things.