Training Programs

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Corporate Training
By: Supriyo Kar

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Contents
S.NO 1. Andragogy and Pedagogy 2. Need for Soft skills training 3. 4. 5. 5. Training Courses and their duration Assessments Types of assessments Contact details Page No 3 5 6 7 7 8

Andragogy and Pedagogy
Pedagogy derives from the Greek paidagogia: the word "paid," means child, and "agogos," means leader. Thus, pedagogy originally meant education, attendance on children (etymonline.com). From this origin the teacher-centered model has been part of the pedagogical model. The teacher, according to this model has full responsibility for making decisions about what will be learned, how it will

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be learned, when it will be learned, and determining if the material has been learned. Pedagogy, therefore, places the student in a submissive role. Pedagogy, or what some people refer to as didactic, has had competition from a different approach to teaching and learning, a new theory called Andragogy. The term Andragogy was originally formulated by a German teacher, Alexander Kapp, in 1833 (Nottingham Andragogy Group 1983: v). The first time the term "Andragogy" became widespread among adult educators in North America was in 1968, when a professor of adult education at Boston University, Malcom Knowles introduced the term (then spelled "Andragogy") through a journal article. Knowles later developed it into a theory of adult learning education in the Modern Practice of Adult Education: Andragogy Versus Pedagogy, in 1970. In this book, Knowles differentiates the two disciplines as follows:

Andragogy 1. Learners are “participants” or “learners.” called

Pedagogy 1. Learners are called “students.” 2. Dependent learning style. 3. Objectives and inflexible are predetermined

2. Independent learning style. 3. Objectives are flexible. 4. It is assumed that the learners have experience to contribute. 5. Active training methods are used.

4. It is assumed that the learners are inexperienced and/or uninformed. 5. Passive training methods, such as lecture, are used. 6. Trainer pace. controls timing and

6. Learners influence timing and
pace. 7. Participant vital. involvement is

7. Participants contribute little to the experience. 8. Learning is content-centered.

8. Learning is real-life problemcentered. 9. Participants are seen as primary resources for ideas and examples.

9. Trainer is seen as the primary
resource that provides ideas and examples.

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For Knowles, Andragogy is premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which traditional pedagogy is premised. A fifth was added later. 1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being. 2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning. 3. Readiness to learn: As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles. 4. Orientation to learning: As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness. 5. Motivation to learn: As a person matures the motivation to learn is internal. By 1984 Knowles had altered his position on the distinction between pedagogy and Andragogy. The child-adult dichotomy became less marked. He claimed, as above, that pedagogy was a content model and Andragogy a process model but the same criticisms apply concerning his introduction of behaviorist elements. He even added the fifth assumption: As a person matures the motivation to learn is internal (1984: 12). Yet while there have been these shifts, the tenor of his work, as Jarvis (1987b) argues, still seem to suggest that Andragogy is related to adult learning and pedagogy to child learning.

The need for soft skills training
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A person's soft skill is an important part of their individual contribution to the success of an organization. Particularly those organizations dealing with customers face-to-face are generally more successful if they train their staff to use these skills.

Screening or training for personal habits or traits such as dependability and delicacy can yield significant return on investment for an organization. For this reason, soft skills are increasingly sought out by employers in addition to standard qualifications. It has been suggested that in a number of professions soft skills may be more important over the long term than occupational skills. The legal profession is one example where the ability to deal with people effectively and politely, more than their mere occupational skills, can determine the professional success of a lawyer.

Training Courses and their duration
Serial No. 1. Course 360 degrees leadership Duration 4 Hours 5

2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Power Dressing American Culture Anger Management Assertiveness Business Writing Skills Coaching and Mentoring Skills Conflict Management Customer Service Effective Interviewing Skills Effective Presentation Skills Language Enhancement Negotiation Skills Self Motivation Strive for excellence Team Building Time Management Train the Trainer UK Culture Voice and Accent

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours Hours

Assessments

Assessment simply means testing. It is a vital tool that trainers use to determine if the information being presented is actually learned by the participant before building on that information with more ideas and facts. It is also a way to determine if the method of training or the curriculum is effective in a statistical method so that changes can be made if needed.

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Types of assessments
   Pre-assessment Mid-assessment Post/Final-assessment

Assessments are conducted as per the criticality of the course, few courses may have all three assessments or Pre-Post or Final Assessment.

Assessment Details:
Serial No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Course 360 degrees leadership Power Dressing American Culture Anger Management Assertiveness Business Writing Skills Coaching and Mentoring Skills Conflict Management Customer Service Effective Interviewing Skills Effective Presentation Skills Language Enhancement Negotiation Skills Self Motivation Strive for excellence Team Building Time Management Train the Trainer UK Culture Voice and Accent Assessment Type Post NA Post Post Post Pre & Post Post Post Pre & Post Pre & Post Pre & Post Pre & Post Pre & Post Post Post Pre & Post Pre & Post Pre, Mid & Post Post Pre, Mid & Post

Contact Details
Supriyo Kar
E-505, Nisarg Kiran, Near Tambe School, Rahatni, Pune – 411017. Maharashtra, India, Ph: +91 992 369 6094.

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Email: [email protected]

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