Take for example: A man who had spent years studying. He prepares himself and sits for his exams to successfully graduate. When he starts his working career and asked to reflect on his subjects he studied and passed successfully he may merely remember what he had spent a year investing his time, effort and money. The same man, many years ago who had spent only a week learning how to cycle, even so after many years of not touching a bicycle he can still cycle at ease if he is given one
1) Training is effective when learning Involves the Whole Mind and Body.
2) Knowledge transference is Creation, Not Consumption.
3) Association sustains Intellect.
4) Concurrent comprehending occurs on various stages.
5) Learning Comes From Application (With Feedback)
6) Positive Emotions Significantly Improves Training.
7) The Image Brain grasps Information Instantly and Unconsciously
8) Mental states must be challenged for effective change.
Through research its’ been proven that:
- Learning takes place in the sub-conscious mind.
- Learning patterns differs for every individual.
Learning will only take place if the “Why” and “How” are challenged.
Knowledge will be gained only when Learnt Information can be applied to receive results. Trainings deliverables based on Learning Design Re-Patterning Model creates connection between knowledge and application.The Learning Design Re-Patterning is based on training deliverables as making applied meaning. Learning involves connecting the subject matter to the real world. To learn as interpreting and understanding reality in a different way. Learning involves comprehending the world by applying knowledge.
How Learning Design Re-Patterning Model Works?
Generally the learning paradigm in the human mind is broken down to 4 main states and 4 styles of preferred learning. These proven strategies are based on theories by renown psychologists and educationists.
The training deliveries are encompassed by:
An Experiential Learning (Kolb & Fry, 1975) approach which facilitates learning through discovery and application. This tested approach seeks to develop the ability of participants to:
A Reflective Teaching (Henderson, 1996) approach which engages participants in processes of analyzing , synthesizing and evaluating situations, issues and alternatives. This approach focuses to develop the capabilities of :
A Functional Context (Sticht, 1976) in the delivery of the training. This approach provides participants with work-relevant learning and training activities