A common concern when taking on professional development programs within an organisation is how much impact it will really make: therefore the ROI on time and money.
In addition, there is sometimes the need to ‘convince’ staff that a PD experience is worth them taking time out of their day for. What is going to seem worthwhile to them, not just to leadership… so that you have their commitment to meaningful participation?
A third issue is that even if your staff are willing to show up with an open mind, how will you move them to actually make change – which for us humans, is inconvenient at best and terrifying at worst… and usually involves at least some degree of discomfort and challenge.
The psychology of good teaching (i.e.: How people really learn)
Recently pulling a heavy tome of a book down off the shelf in my office – the ‘bible’ throughout my Education degree, Psychology Applied to Teaching – I opened the contents to be reminded of some of the principles that twenty years later I still use every day in my work with people and organisations.
From behavioural, cognitive and social learning theories to problem solving and principles of motivation, the book takes the reader through the detail of hundreds of years of history in the understanding of how we learn. But since you may not also be a closet book nerd and you probably don’t want to read this 600-page book from cover to cover, I thought I’d apply some of the key understandings that have served me in creating strong program development, teaching and assessment practices in a variety of work contexts since I first opened this book.
Read on below for points you should look for to know the teaching will be effective..