The Concept Training Methodology
Concept Training and Course Customization
To initiate and set the pace for the course (or customization) the class starts off with the following questions posed to the students, in order to set the goals for the course:
- How well do you know the software and/or how long have you been using it?
- What do you primarily use the software for?
- What are you hoping the software will do for you?
- How do you think that software will make your job easier?
- What are some of the problems in your job that you feel the software will help you to solve?
- If you could learn how to do only one thing today, what would it be?
Since Concept Training does not follow a set curriculum we do not have a step by step manual that will be handed out. Instead, we will provide a comprehensive reference tool that covers in detail all of the features of the software. Not only does this reference material blanket the topics that are addressed during the day in order to achieve the desired goals, but it covers all the features of the software from beginner to advance. Everything that is discussed in the class is contained in the reference material and a whole lot more. At the end of the class students are shown how to access this vast amount of information and how to make the best use of it to make their job easier.
Concept Training provides the freedom to teach specifically the tasks that will fulfill your training goals and to customize the course content, timelines and delivery. As we move along in the course, we have the ability to adjust the course at any time, so if students would like to explore different avenues within the software, then that is possible.
Concept Training Philosophy
Concept Training employs a four-step learning process to develop a student’s understanding of the software:
Knowledge — Ensure the student understands what the feature / concept is, why and when to use it.
Relevance — Continually connects the feature to the student’s needs, industry, and experience.
Coaching — Demonstrate how the concept works and walk the students through a series of exercises that show them how and when to apply the concept.
Experience — Let the students try the concept themselves. Give challenges to the students to achieve an outcome by employing the concept. Don’t give them step by step exercises but rather give them real life problems to solve, customized to their specific needs and industry. This process of experimental learning allows students to build on their current software skills and experience.
Adult-Based Learning Principles and Characteristics
At ctc TrainCanada we understand the philosophy of adult learners and how they learn and retain information. We provide a learning environment where the intuitive instructor can recognize the multiple strengths of the learners and adapt to create a successful learning style.
The Principles of Adult Learning
The following adult-based learning principles, as defined by Malcolm Knowles:
- Adults want the benefits of what they are learning
- Encourage and create full participation in the learning
- Adults want to achieve self-directedness and independence in learning
- Make adult learning “Competency-based”
- Make the learning experience fun
- Involve adults in the learning decisions
- Create a motivational, functional and comfortable learning environment
Characteristics’ of Adult Learners
- Adult Learner characteristics can be defined as follows:
- Adults are self-directed
- Adults have life experience and knowledge
- Adults are goal oriented
- Adults are “relevancy” oriented
- Adults are practical
- Adults want respect
Adults Learners use categories for how they receive external input – some categories are stronger and used more often.
Verbal — Linguistic -sensitive to the power, meaning and flow of words
Logical-Mathematical — ability to work with abstracts
Body-Kinesthetic — ability to use the whole body to learn
Visual-Spatial — ability to visualize objects from differing perspectives
Interpersonal — ability to interpret behaviour in others
Intrapersonal — ability to act on self understanding to guide behaviour
Musical-Rhythmic — sensitive to tone, and ability to recognize patterns
Naturalistic — ability to classify and be aware of relationships in patterns