This training session will allow participants to be recognized as trainers and provide them with the know-how to then share with colleagues in various areas of operation.

The advantages that can be drawn from offering in-house training programs are as follows:

• Allow learners to standardize knowledge and reach consensus
• Flexibility with regards to schedule and pace
• Customized training plans based on needs, objectives and individuals enrolled
• Better time-management for learners while also taking priorities into account
• Better control over training
• Improved learning through better interaction and tighter relationships between trainer and participants
• Mobilize participants more easily
• Better assessment and individual post-training follow-up
• Better assimilation of new material into daily tasks
• Better performance through training
• Better implementation
• Time and money savings

• Books and training manuals
• Exercise book
• Role play material

Part 1

• The 4 learning styles according to Kolb
  • Concrete, practical experiments
  • Observation/Reflection
  • Forming abstract concepts
  • Application of concepts
• Definitions and foundations of pedagogy, androgogy and praxeology (The Science of Action)
• The 5 laws of Praxeology: WHAT-WHY-HOW, ROLES
  AND RESPONSIBILITIES, STRENGTHS AND LIMITATIONS – 5 essential conditions to fulfill before taking action
• Appropriately selecting methodology when planning a course
• Andragogy and using the self-assessment grid
• Using the self-assessment grid:
  • Law I - WHAT – Creating an objective description of S1 and S2: Conscientization
  • Law II - WHY - Determining reasons behind objectives: Intentionality
  • Law III - HOW – Finding pertinent explanations to better understand particular outcomes: Causality
  • Law IV - ROLES AND RESPONSIBILITIES – Defining one’s action plan in order to achieve desired results, putting it into practice, who does what, when, with whom and in how much time, and so on…
  • Law V - STRENGTHS AND LIMITATIONS – Anticipating consequences, predicting support structures needed, assessing results.
• Learn to act through taking action
• Managing resistance to change

Part 2

THE NO'AO GAME
HOW TO DEVELOP AND STRUCTURE YOUR KNOW-HOW

NO'AO, "THE PUZZLE GAME" is a pedagogical tool comprised of 2 modules:

• Module 1 is dedicated to knowledge transfer: the aim is to understand how to transfer knowledge in a reliable and optimal fashion.
• Unlike Module 2, Module 1 only touches briefly upon the issue of knowledge transfer support through indirect references, and is entirely centered on transfer methods.

AIMS of Module 1

• Module 1 is an awareness tool that demonstrates, through realistic role-plays, that knowledge transfer is a delicate process that requires sufficient preparation and follow-up.

During the simulation, participants will:

• notice that what may be obvious to the person transferring the knowledge, is not necessarily so obvious to the learner ("knowledge-holder has reached expert level and is no longer aware of own level of competency")
• discover how to accomplish a reliable knowledge transfer and optimize the results.

AIMS of Module 2

• Module 2 is a role play tool which teaches participants to achieve visual operating mode and get the most out of it.

Due to the simulation, participants wil:

• learn how to achieve visual operating mode
• discover how this operating mode can be maximized on the floor or in the field.

Teaching Style

NO'AO is based on active pedagogical methods & learning through discovery.

• In Module 1, participants will play the role of learners who will ‘receive’ know-how: how to make a paper boat.

This situation will lead them to discover the key elements in the process of knowledge transfer.

• In Module 2, each sub-group (composed of 2 to 4 members), will have to:
  • First and foremost, establish an operating mode for putting a puzzle together
  • Secondly, adopt the operating mode established by another sub-group to put a puzzle together.

This role-play, together with the methodological contributions, will form an introduction to the key concepts in forming visual operating modes.

Instructors

The game is usually led by professionally qualified trainers, however has been developed in such a way as to be easily adopted by the occasional internal trainer within a company. In such cases, compu.finder can ensure the trainer is well-prepared and well-equipped. (The description of the simulation provided in the Presenter’s Guide clearly and thoroughly explains the steps to be followed).

New Developments?

Various new concepts of knowledge transfer will be mentioned over the course of the session, during the role-plays and in the reflection sessions.

This will allow the instructor to take new strategies into account and effectively adapt them to the realities presented during each workshop.