By David H. Miles
This reference is full of bite-sized, self-contained themes with ease prepared for speedy entry and adaptable to a myriad of educational layout and improvement occasions
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Extra resources for The 30-Second Encyclopedia of Learning and Performance: A Trainer's Guide to Theory, Terminology, and Practice
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Relevancy. Adult learning should have a real-world focus and be rooted in what educators call "authentic" tasks. Because adults have more life and work experience than youth, they are less inclined to take the teacher's word at face value. Courses need to relate directly to the adult's life situation or to their work. Adults also respond better to problem-based courses than to lectures. Whenever possible, courses should utilize real-life scenarios and students should work on their own projects—geared to their own interests and personal goals.
Military). The method would be popularized in 1975 in a series of white papers. 1962 Thomas Kuhn: Structure of Scientific Revolutions. Its key concept of paradigm (mental model), with its example of the revolutionary shift in thinking from Aristotle to Newton, is directly related to systems thinking. (See Paradigm) 1965 Charles Kepner and Benjamin Tregoe: The Rational Manager: A Systematic Approach to Problem Solving and Decision Making. Classic performance improvement model built on problem solving.
He established these competencies by interviewing high and low performers regarding "critical events" (key behaviors) on the job. Competencies differentiated the star performer from routine performers, and were, McClelland stated, predictive of success. Competencies: Innate or Learned? When formulating competencies, it is necessary to distinguish between innate and learned competencies. " This competency would consist of several skills, two of which would be such learned skills as product knowledge and presentation skills.