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[Audiobook] Personal Development | Social Learning
Have you ever wondered how blending different cultures, skills, and backgrounds can improve team outcomes? We promise that by mastering the essentials of open communication, respectful collaboration, and best practices, you'll be able to navigate the complexities of social learning in various settings, from continuing education to workplace training and beyond. Learn how to manage difficult personalities and improve basic social skills to foster a cohesive and productive learning environment.
Next, we reveal the transformative power of fostering a culture of social learning within organizations. Through compelling real-world examples, like Mitchell's challenges in a disruptive training course and Fred's letdown with a rigid mentoring program, we underscore the pivotal role of supportive leadership and constructive criticism. Discover practical strategies for creating a safe space for idea sharing, identifying key contributors, and encouraging a culture of questioning and communication. Leaders who model a passion for learning can inspire their teams, driving organizational growth and success.
Finally, immerse yourself in the practical application of role-playing as a dynamic social learning tool. We'll guide you through designing relevant scenarios, setting clear role definitions, and establishing ground rules for productive participation. Real-life examples, such as managing inappropriate behavior and dealing with irate customers, showcase the benefits of role-playing in preparing individuals for real-world situations. Overcome common challenges like participant discomfort and off-topic behavior with our expert tips, and learn the importance of debriefing and demonstrations to consolidate learning. Join us to ensure your participants feel comfortable, engaged, and ready to tackle any challenge.
Sign up for our self-paced courses or instructor-led workshops at www.ht-a.solutions
Sign up for our self-paced courses or instructor-led workshops at www.ht-a.solutions
Sign up for our self-paced courses or instructor-led workshops at www.ht-a.solutions
Social Learning Module 1. Getting Started. We are continually placed in social learning situations, whether we are continuing education, learning new skills at work or participating in a club, learning often takes place in social settings. By fully understanding the process of social learning, it is possible to enhance both social and learning skills to reap the full benefits of any social learning situation. Module 2. Setting the Right Group Dynamic. Part 1.
Speaker 1:Most people belong to groups. Groups may be formal, such as work groups, or informal, like book clubs. The success of any group depends on its dynamic. Group dynamics are how the members of the group interact. Leaders have a responsibility to establish a strong foundation in groups. Setting the right dynamics in communication, collaboration and sharing will improve the success of the group and enhance social learning.
Speaker 1:No group can be effective without constant and effective communication. It is essential that all members of the group understand this concept. The methods of communication will vary with each social group. Some large groups will require more centralized communication than other groups do. Many smaller groups benefit from open communication. This allows all members to actively communicate and share ideas, which encourages creativity and builds teams. Open communication strategies Be positive and respectful. Be open and honest. Adjust your communication style for a diverse group. Give feedback immediately, especially when in a leadership role.
Speaker 1:Collaborating is an important part of any group dynamic. When done correctly, it spurs success. When done incorrectly, it can lead to failure. Anytime you work with another person, you are collaborating. When you are working collaboratively, expect to hear many different viewpoints, embrace the diversity and creativity of your group and never cut people short how to collaborate Listen carefully. Listen to the ideas that other group members share, ask questions, ask for clarification, commit to the group. Focus on the success of the group rather than your ego.
Speaker 1:All groups and organizations can benefit from best practices. A best practice is any practice that consistently delivers positive results. Group members have an opportunity to identify and share best practices. In a group setting. It is important to promote cohesion within the group and gain the involvement of all participants. There are several ways to identify and share best practices Meetings, social network sites, vlogs, newsletters. All group members should have the opportunity to share their best practices and all information shared should be treated with respect. Effective groups will be able to discover and refine ideas. This change will produce constant growth, which will help the group reach better solutions.
Speaker 1:The process of refining ideas makes them clearer and more specific. There are many ways to discover and refine ideas Brainstorm, list ideas as a group and then discuss which ones are best. Narrow a topic If ideas are too broad. Work together to narrow the topic. Ask questions. Ask who, what, where, when and why about each idea. No matter which method you choose, make sure everyone is involved in the refining process.
Speaker 1:Devin was leading a team tasked with finding a way to recreate the company's brand. He had a definite direction in mind. In the first meeting he asked members to brainstorm and refine strategies. Devin immediately dismissed any comments that conflicted with his preconceived ideas. On the second day, he again dismissed any ideas that conflicted with his. By the third day he noticed that the group was no longer very communicative, which annoyed him. At the end of the week he was complaining that he might as well finish the project himself. Module 3. Setting the right Group Dynamic Part 2.
Speaker 1:There are always pros and cons to social learning. The diversity and differences that make a group strong could also cause friction in social settings. Effective groups will address these issues as they develop and manage to keep the communication civil. Knowing how to create a diverse and respectful social learning group will make the experience more efficient. When creating social groups, it is important to make sure that they are diverse. Choose people with diverse cultures, skills, backgrounds and strengths. These differences will make the team stronger. Choosing only like-minded people will weaken the group and stifle creativity. Diversity builds knowledge and challenges the group to grow. When choosing a diverse group, you need to focus on the skills that will benefit the group. For example, a group could benefit from mixing people with academic understanding of a subject and others who have real-world application. It is also beneficial to blend people from different levels within the same organization.
Speaker 1:Social settings and interactions require basic social skills. This may seem like common knowledge, but there may be times when you will have to remind people to behave and assess their social skills. There are basic social skills that people need to master in order to make sure that the social interactions in the group go smoothly. Basic social skills include listening to other people, expressing positive thoughts or feelings in a civil manner, expressing negative thoughts or feelings in a civil manner, making requests, appreciating people and thanking them. Where there is a lack of basic social skills, social interactions in the group may suffer. Social skills training can improve social interactions for those who may be lacking in them.
Speaker 1:Uniqueness can be both beneficial and detrimental to group dynamics. The positive aspects include creative problem solving, enhanced synergy in teams, talented people, challenges that promote personal growth. The cons of having a diverse group include personality clashes, competition for promotions, competition for work. Acknowledging that there are cultural and personality differences between people and preparing for these differences will help create a functional learning group. In many social situations you will have to deal with difficult people. People are difficult on different levels. Some may not be invested in the learning process, while others will actively push back against the group dynamic. People who passively resist social learning may refuse to participate in discussions or will leave tasks incomplete. The best way to handle passive people is to address the reason behind their behavior. It is important not to push people too hard to participate. You should offer assistance as needed. Some people aggressively resist social learning. They push back by causing trouble and trying to take over the group. Problems include verbal attacks and disruptive behavior. It is important not to take the attacks personally and to make sure that the person acting out is told that the behavior is not appropriate. If the individual becomes too aggressive, they may need to be removed from the group dynamic.
Speaker 1:Mitchell is taking a training course at his company. One of his peers is taking the class with him, but he is not happy about the course because he does not believe that he needs any training. He argues with the instructor and refuses to do any assigned work. Mitchell is miserable in the class because his friend feels that the class is a waste of time. Mitchell tried to talk his peer into behaving better, but this only resulted in verbal abuse. The entire class suffered because one person did not want to use basic social skills and chose to be disruptive.
Speaker 1:Module 4. Develop a culture of social learning at work Part 1. It is not enough to simply create social learning programs. Social learning must be integrated into the culture of the organization in order for it to be effective. This requires making connections, identifying star employees, encouraging questioning and recognizing teaching moments. By creating a culture of learning, your organization will continue to improve and grow. A culture of social learning requires people to make the connection between working together and achieving success. By encouraging people to learn from each other, a collaborative learning environment is created in which all members of the group work together as equals. Sharing and learning is facilitated by providing opportunities for communication and working together, such as formal meetings, online sources, informal meeting spaces, group projects. Each group is unique and will have to determine the best ways to facilitate collaborative learning.
Speaker 1:Your employees are your best chance of increasing the success of social learning. When employees share their expertise, the entire organization will benefit from their insight. The first step to accomplishing this is identifying star employees. Anyone who goes above and beyond Traits of star employees Trustworthy, exhibit company values, set standards, problem solvers, handle criticism. Once star employees are identified, they should be tagged to take on the role of a SME. Subject matter expert. Smes are able to perform specialized tasks with expertise. The tasks can include software, accounting technology, etc. Tagging star employees for the role of SME requires discovering their expertise and determining if these areas of expertise can benefit the organization. If the employee, for example, is an expert in social media, they can benefit the company by sharing that knowledge.
Speaker 1:Teaching moments are often more effective than traditional teaching methods because they are organic learning opportunities. A teaching moment can occur at any time. It is a chance to teach through demonstrating skills or sharing information. For example, someone who understands how a computer system works can coach a person he notices having problems in that area. Teaching moments occur every day, so it is important to keep an eye out for moments when you can teach others, they are essential to social learning success. For moments when you can teach others, they are essential to social learning success.
Speaker 1:Nurturing a culture of questioning is like nurturing a plant. If the culture is nurtured, the questions asked will grow, bloom and produce new questions. Asking why, when it is appropriate, can actually contribute to a conversation and help generate new ideas. There are a few ways to help instill a culture of questioning in the workplace. People should admit when they do not know things. Taking risks should be rewarded. Encourage people to ask effective questions. Teach people how to question and generate ideas. Fred was initially excited about joining the new mentoring program at work, but it did not live up to his expectations. His meetings with his mentor reminded him of his old classes. They were mainly lectures and reading. When he asked his mentor for help in the moment, he was told that experience was the best teacher. After three months, fred began thinking about leaving the program. He considered talking about the decision with his mentor, but he decided that it would be a waste of time.
Speaker 1:Module 5. Develop a culture of social learning at work Part 2. The culture at work plays an important role in determining the effectiveness of social learning. By carefully guiding and monitoring the work environment, you will be able to create a culture of learning. The goal is to create an environment where it is safe to share and where a passion for sharing and learning permeates the atmosphere. Always remember that the culture is modeled by leadership. Any criticism must be constructive in order for it to be effective. If people do not feel they are safe sharing information, they will keep their knowledge and ideas to themselves. Tips for constructive criticism Avoid personal criticism. Use a professional tone and language. Be empathetic. Allow people to respond to criticism. Encourage all people to share and respond to each other constructively. A few ground rules should encourage civil behavior.
Speaker 1:Effective social learning groups have members with a passion for learning. Leadership plays an important role in instilling this passion by modeling it. If the leader of a company approaches learning as a chore, employees will perceive learning situations the same way. Anyone in a leadership role needs to make their personal passion for learning evident. This will inspire others to learn. Ways to inspire learning. Encourage employees to share their passions. Support employees in their passions. Provide tools to support learning by inspiring learning. Social groups will actively engage in the learning process.
Speaker 1:The company culture needs to encourage sharing and learning. Making the learning environment safe will encourage sharing. It is important to motivate people to share their knowledge and ideas. People can be possessive of their ideas, afraid that someone will steal them. The best way to combat this fear is to remind members of the group that they are part of a team and that collaborating with others is beneficial. People who share ideas gain valuable feedback that improves ideas and leads to better learning practices. Social units grow into small communities that have natural conflicts and resolutions. Groups needs to create social norms that include roles and responsibilities, communication styles, levels of trust and the purpose of the group. Self-motivation and effective communication are essential to the learning process. Through dialogue and constructive criticism, new ideas develop based on the prior knowledge of the participants.
Speaker 1:The CEO of Weather Time Inc decided that his group would benefit from emotional intelligence classes. He was surprised when he was expected to attend as well. The CEO would wander in late and text on his phone during the sessions. In the discussion he was dismissive and ridiculed people if he did not see the merit of their ideas. He noticed that the participants did not have the passion that he hoped to see. Halfway through the course he berated the entire group for not taking learning seriously. He said that turnover would increase if they did not change their attitudes.
Speaker 1:Module 6. Develop a culture of social learning at work Part 3. The culture at work will influence whether people are willing to engage in social learning. Understanding what people fear in social learning situations will enable you to avoid mistakes and build a cohesive unit that empowers people to learn. By developing a culture of learning, a social community that benefits all participants will evolve.
Speaker 1:Feedback and criticism are essential to the learning process, yet many people fear feedback and criticism. Often this fear is founded on negative experiences because many people do not know how to give effective feedback. When feedback and criticism are given well, the receiver will be able to accept the information and use it to grow. Make feedback immediate. Waiting for planned meetings will only cause people worry. Give positive feedback. While there is always room for improvement. Only pointing out what is wrong can damage morale and productivity. Base feedback on facts. Feedback should not be emotionally charged when presented. Include the observation, the outcome and make requests. Invite feedback. Feedback should be a two-way street. Giving and receiving feedback must become part of the company culture. Once the fear is removed, people will develop a mindset that is comfortable with inviting and learning from feedback.
Speaker 1:Social units are not functional immediately. They must be given the time to develop. Most people are me-thinkers. They are concerned about their own needs and focus on ideas that benefit them more than the entire group. For a social unit to flourish, this must develop into community thinking. Community thinkers are able to prioritize the needs of the community and collaborate when working towards a common goal. This shift in thinking will take time, but there are steps you can take to help the group become more cohesive. Encourage effective communication, establish group decision-making. This is not possible for every situation. Value all ideas and opinions. Step aside. The leader should not participate in every discussion so that others take on leadership roles.
Speaker 1:Imitation and modeling are key in social learning situations. You must find ideas that work in your situation and imitate them. For example, smaller groups might benefit from brainstorming sessions. Once you have chosen which practices to imitate, it is important that you model the practices and behavior that you would like other members of the group to imitate. When you are modeling, you should make sure to get the attention of other members. Also, make sure that the action you are modeling is something that can be repeated. You also need to consider what motivation the members of the group have to copy the modeled behavior. For example, modeling how to run a new operations program is something that can be repeated. Additionally, people who use the program are motivated to learn from what is being modeled.
Speaker 1:Social learning is effective because the learners gain power. This power engages the learners and their confidence increases. Creating a culture of learning will help empower learners to take control of their own learning experiences. Steps to empower learners Include everyone in decision-making. Include everyone in choosing and planning instruction. Offer support and continuously train employees. Praise success.
Speaker 1:Gina was uncomfortable with her new social learning group. It was her second job and she was uncomfortable in learning situations because her first job was a nightmare. Her boss yelled at her every time that she asked a question. All of his feedback was negative and she waited on pins and needles with each review. She quit this job after a year because of the stress. Unfortunately, she was too afraid to actively participate in the course because she did not want anyone to yell at her again. Afraid to actively participate in the course because she did not want anyone to yell at her again.
Speaker 1:Module 7. Role Playing, part 1. Role playing is a useful tool in social learning situations. It requires a minimum of two people, which makes it suitable for small groups. This type of exercise allows people to examine situations from different points of view and prepare for different situations that they will face in the real world. Preparing role-playing scenarios requires discovering scenarios, finding variables and preparing people for their roles.
Speaker 1:The first step to effective role-play is identifying work-related scenarios. Scenarios will vary according to each group. Identifying the scenarios requires the topics to be researched and written well. Make use of scripts and take your time making decisions. When choosing work-related scenarios. Try using open discussion, brainstorm problems and situations that the group will face. Make a list of these and determine which ones will make effective role-playing scenarios. Example Addressing inappropriate behavior, helping customers, improving listening skills, handling dangerous situations.
Speaker 1:Variables are situations that change from one scenario to the next. These are what make it possible to create different role-playing scenarios for each problem. Things that change include the number and nature of the characters and the settings. As these details change, the role-playing will change. For example, a role-play scenario with a customer can vary. Variables include phone communication, returns, irate customers, etc. Each variable alters the dynamics of the role-play and determines that appropriate response for the participants. When choosing variables, identify ones that target your group's needs. The details of the role play must be clear. They include the setting, number of participants needed, the role of each participant and the nature of the problem.
Speaker 1:The next step is to assign the roles to each person participating. The role playing scenario should be short. The goal is for each participant to play each role, which is why role-playing between two people works well. Playing the different roles allows the participants to see things from multiple perspectives. It also helps everyone engage with the scenario completely. Before engaging in role-playing, it is a good idea to provide the players with a little guidance.
Speaker 1:Role-play is not an excuse to act out. A few ground rules will help keep the role-playing activities in line. You need to address appropriate behavior during role-playing activities and how to stay focused. Examples of ground rules Profane language is not allowed. Sexual innuendo is not allowed. Stay on the topic outlined in the scenario. Sharon is leading a role-play activity. She hands out the assignments and tells the class to begin. The scenario is an employee with an irate customer. Soon she hears a few choice words from some of the participants playing the role of the customer. Additionally, some people playing the role of the employee take the opportunity to share their dissatisfaction with company policies. There are numerous complaints. After the activity is over, sharon wonders if role-play activities are worth all of the trouble she has encountered.
Speaker 1:Module 8. Role-playing Part 2. Module 8. Role-playing Part 2.
Speaker 1:People typically love or hate role-playing activities. The purpose of role-playing is to encourage people to engage with the topic, prepare for different scenarios and see different points of view. Providing examples will help people engage and learn in the role-playing activities. Once role-playing is acted out, the group should debrief and discuss what they learned from the scenarios. When done correctly, role-playing is acted out, the group should debrief and discuss what they learned from the scenarios. When done correctly, role-playing is an effective social learning tool.
Speaker 1:Role-playing requires people to act out different scenarios. This can be difficult for some participants if they are shy or uncomfortable. This is why it is important to create a comfortable atmosphere and begin with a demonstration. Remind participants that they are acting out a role role and encourage them to have fun with the situation. You may want to lead them in breathing techniques or visualization techniques to help improve their mindset before the activity.
Speaker 1:After completing the role-playing exercises, groups should debrief. This allows participants to share their observations and what they learned. There are many different ways to debrief. For example, you may choose to have people write short explanations, lead a discussion or a combination of both. The method of debriefing you choose will depend on the size and dynamics of the group. Regardless of the way you debrief, you should end the session by reviewing the main conclusions that the group made on the subject.
Speaker 1:Demonstrating role play ahead of time will make participants more comfortable with the idea. It will also increase participation and provide an example that will guide them as they perform their own role play scenarios. Examples for people to mirror may be done in different ways. You may ask two volunteers to perform in front of the class, or you may perform a role play with another leader or a participant. When providing an example for people to mirror, it is a good idea to start with a pre-written script. This will prevent any awkward pauses or confusion.
Speaker 1:Every roleplaying exercise and setting is unique and should be treated as such. Individualizing roleplay will increase its effectiveness. Leaders have different options that will improve role play for each group. Making sure that participants are comfortable is the single most effective tip for improving role play Tips Ask for feedback after the demonstration. Do not force people to perform demonstrations. Pair the role play with a game to make it more interesting. Try to use small groups so you can better observe them. No-transcript.
Speaker 1:Ron was leading role-playing for the first time. He knew that demonstrations could be effective and he decided to choose two participants to demonstrate for the class. He randomly called on Jack and Sarah. Sarah protested, but she eventually complied After reading the prompt. Jack and Sarah stared at each other awkwardly for almost a minute. Jack began the role-play, but Sarah did not respond quickly. When she did speak, she sounded wooden and unconvincing. Ron was not sure how to salvage the situation and encourage roleplay. Sarah seemed embarrassed the rest of the session.
Speaker 1:Module 9. Utilizing the Right Tools. Part 1. Every project requires its own set of tools, and social learning is no exception. Modern technology has provided greater access to learning tools that will improve social learning. With social media and concepts like gamification, social learning has taken on a new life. Using the right tools will enhance social learning.
Speaker 1:Mentoring is the classic method of social learning. Mentors teach by example and meet with mentees regularly. Mentors need to take their roles seriously in order for the social learning experience to be effective. Roles of the mentor Act as a role model Advise, provide feedback, assist in problem solving, be trustworthy, be available, share experiences. Mentoring can be a valuable experience to both mentor and mentee. Mentors who keep open minds are able to learn from their mentees.
Speaker 1:Social media makes communication much easier, and this includes the communication necessary for social learning. Social media makes it easier to share information, collaborate with others and provide comments or feedback. Each social media tool has its own use, but there is overlap between the different tools. Uses for social media. Vlogs Share information, social networks, stay in contact and provide comments. Mobile technology Offers all types of communication methods. Wikis Facilitate collaboration.
Speaker 1:Critical thinking is a useful skill that will enhance learning in the social setting. Critical thinking is a necessary part of the decision-making process because it identifies potential bias and helps people make clear decisions. The process of critical thinking requires asking questions, being objective and keeping an open mind. Steps to critical thinking 1. Identify topic or issues being discussed. 2. Evaluate your own comprehension and bias. Rewording information helps evaluate this. 3. Consider the application of information. 4. Analyze information by breaking it down into smaller components. 5. Synthesize prior knowledge with new information. 6. Evaluate information to make a judgment.
Speaker 1:Gamification borrows from the process of gaming dynamics to motivate people. This playful system encourages problem-solving by allowing you to earn points towards rewards with each accomplishment. The points you earn. Provide incentives to complete more tasks and earn more rewards. You can create your own life game by taking a few steps. Create your own game. Identify problems and tasks. List the tasks that you need to accomplish to solve your problems. Assign points. Assign a number of points to each task. Tasks that you are likely to avoid should be given more points. Assign rewards Better rewards have higher points attached to them. For example, renting a movie could be 30 points, while purchasing a desired item could be 150 points. The rewards will depend on what motivates you Keep score. Find a way that works for you to keep track of your points. You could use anything from spreadsheets to phone apps.
Speaker 1:Tim signed up to be a mentor in his organization. He met with his mentee for coffee and he had high hopes for the mentee, howard. The mentee was enthusiastic at first. He took Tim's advice to heart and thanked him for his time and effort. After about six months, howard was comfortable in his position at work. During one meeting with Tim, he offered to show his mentor how to use some social media tools. Tim was insulted and called social media a waste of time. They argued about the benefits of social media, but neither one would admit the other was right. This encounter strained their relationship.
Speaker 1:Module 10. Utilizing the right tools Part 2. The tools used to engage the learners will determine the effectiveness of social learning. Over time, the effective tools will become more evident. Knowing how to find and utilize the right tools is an essential skill to social learning. Tools such as shadowing, knowledge management and social facilitation will improve the chances of success. Relevant resources will vary for each group. These resources become apparent over time as the group discovers which resources are relevant and helpful and which ones are not. After filtering out what does not work for the group, learners will automatically gravitate to the effective tools. Once they are identified, these relevant resources should be made readily available to all members of the social group. Determining which resources may be relevant Consider the source of information. Ask if it directly applies to the problem. Do the resources provided have specific guidelines?
Speaker 1:Job shadowing provides opportunities for social learning. In job shadowing, a learner follows the experienced teacher on the job. Learners are able to engage in observation and hands-on learning in the process of job shadowing. It is important for the teacher to be prepared for the job shadowing process. Following a few tips will make the process run smoother. Tips Plan hands-on tasks ahead of time. Begin with a tour of the facility, explain each step of the process. Invite the learner to ask questions. When done correctly, job shadowing will help both the teacher and learner.
Speaker 1:Knowledge management is focused on creating, obtaining and sharing information. It helps establish what is effective in social learning and what is not effective. There are many different tools used to collect and measure the effectiveness of social learning Common tools, peer assessment of social learning. Common tools, peer assessment, self-assessment, research files, databases, shared files, wiki. Once information has been collected, it should be reviewed to determine what does and does not work in the social learning group. This information should be shared through the wikis or other networks.
Speaker 1:Social facilitation is based on the innate competitiveness of human nature. According to psychologists, many people perform better and are more productive when they feel that they are being observed. The feeling that we are competing with other people or being evaluated arouses the level of attention that people pay to their tasks. The key to social facilitation is balance. People should feel like they are being observed without being micromanaged. Feelings of nervousness will cause people to make more mistakes than they normally would. The margin of error will increase if someone is nervous and the task is more complicated.
Speaker 1:Carl's social learning group at work kept growing. Over time. The tools that they used seemed to lose their effectiveness. The role-playing exercises were chaotic and the communication seemed to fall apart. The leadership did not seem interested in changing anything. When Carl asked about using different tools, he was told that their tools were effective in other social learning situations. After one particularly chaotic day, carl looked into changing his social learning group. He felt like he was no longer learning anything.
Speaker 1:Module 11. Modeling and Observational Learning. Modeling and observational learning are essential ingredients for social learning. When people are inspired, have positive role models and improve their self-efficacy, they are more likely to embrace learning and new experiences. Not only will social learning improve, you are likely to see an improvement in morale and productivity as well. Leadership inspires much of the company's culture. For better or worse. There is an obligation to inspire others to perform well. The best way to accomplish this is to lead by example. When people see specific behaviors and ideals modeled for them, they understand what is expected of their behavior. Modeling behavior also generates respect for leadership. Ways to inspire, present a positive attitude, communicate clearly and openly, avoid bias and preconceived ideas, recognize and reward achievements, encourage questions and answer them.
Speaker 1:Self-efficacy is the personal belief that one is capable of reaching a goal. This belief motivates learning and improves self-esteem. People with high self-efficacy are more likely to take action and achieve success. People with low self-efficacy are more likely to fail. While much of self-efficacy is personal perception, there are ways to boost it in others, and observation is a useful way of boosting self-efficacy. When you see someone else perform a task, you are motivated to try the task yourself. People are more likely to try something new if they it see modeled. As they succeed in learning, their self-efficacy will improve.
Speaker 1:Peer role models provide informal modeling and observational learning. Like any other role models, peer role models ought to exhibit traits and actions that should be repeated. Mentoring programs may be peer modeling programs, but peer modeling does not have to be an official work relationship. Peer modeling occurs anytime when one peer learns from another. Peers may provide a point of view that leaders cannot. Peers are effective at modeling Tasks, ethics, communication.
Speaker 1:Learning is not possible without engagement, and if people are truly not engaged in the learning process, nothing will engage them. There are, however, ways to generate and improve upon engagement that already exists. Motivation Rewards Create an environment that encourages learning with intrinsic and extrinsic rewards. Opportunities Provide opportunities to grow and learn Tools. Provide the tools that people need Respect. Maintain a culture of respect. People need Respect. Maintain a culture of respect.
Speaker 1:Cal's boss always joked that employees should do as he says, not as he does. Cal would be yelled at if his son's daycare called the office while his boss's child would run amok, distracting everyone. Cal noticed all of the ways his boss lacked at work. He would sneak out early, avoid learning groups and lie to people at social gatherings. Tired of doing his best when it clearly was not groups and lie to people at social gatherings. Tired of doing his best when it clearly was not appreciated, cal began to do the minimum. He came in late for training on new software. He figured if his boss could get away with it, then so could he Module 12.
Speaker 1:Wrapping up Although this workshop is coming to a close, we hope that your journey to improve your social learning skills is just beginning. We wish you the best of luck on the rest of your travels. Words from the wise Will Rogers A man only learns in two ways one by reading and the other by association with smarter people. Richard Bach you teach best what you most need to learn. Abigail Adams Learning is not attained by chance, it must be sought for with ardor and diligence. Lord Chesterfield, learning is acquired by reading books, but the much more necessary learning, the knowledge of the world, is only to be acquired by reading men and studying all the various facets of them.
