ChiefMentor

‘On the Spot’ Effectiveness that Translates Strategies into Business Results

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Espoir Technologies

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An Espoir Worldwide Initiative

Espoir was founded in 2005 by a team of industry professionals working with leading global companies specializing in Technology, Engineering, Human Resources, Finance, Arts and Management .

We create innovative, cutting-edge skill-building programs that help people learn automatically, and also bring them out of their “Unconscious Incompetence”. We develop new methodologies & technologies for this.

Our Values, Our Beliefs

We are passionate about what we do. We are happy with our creations because our users are satisfied with what they achieve in real life situations as a result of trusting our products and programs.

We don’t advertise. We believe, if you are really in need, you would search and find us. We also believe, ultimately, you are responsible for your future. We can sincerely help. Let us meet on ‘Let’s Meet’ page.

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Business Goals and Training Goals

It is extremely important that training needs are derived from an analysis of the company's business goals. And the first step is the identification of key competencies that are needed to meet business goals. Current employee skills and competencies then need to be assessed. The gap between existing and needed competencies forms the foundation for a needs analysis.

However, there are questions to ask:


Managers and External Partnerships

Many businesses thrive on account of being run by a partnership, but it can be difficult to get that relationship right.


External partnerships might be with customers, suppliers, and education or community organizations. Strategic partnerships or alliances are increasingly important kinds of external partnerships. Such partnerships might offer entry into new markets or a basis for new products or customer support services. Also, partnerships might permit the blending of your organization’s core competencies or leadership capabilities with the complementary strengths and capabilities of partners to address common issues. Such partnerships may be a source of strategic advantage for your organization.


For example, ChiefMentor programs inspires one to search for partnerships where the skills complement, share the vision and values, and proactively reach understanding so that you never enter into conflicts.


Successful partnerships develop longer-term objectives, thereby creating a basis for mutual investments and respect. Partners should address the key requirements for success, means for regular communication, approaches to evaluating progress, and means for adapting to changing conditions. In some cases, joint education and training could offer a cost-effective method for workforce development.

Inspire a “Can-Do-Culture”

To make sure that training programmes adds value to your organisation, you need to know only one thing: your trainees’ self-efficacy. According to Albert Bandura, the author of "Self-efficacy: the exercises of control", self-efficacy is defined as "…the judgement of one's capability to organise and execute the courses of action required to produce given attainments"


Self-efficacy is the belief that someone 'can do' something. For most employees, 'can do' can easily be translated into 'will do'. A growing body of research has found that employees who believe that they are able to master their learning are more likely to engage in the learning programme and overcome barriers to application such as workload. In fact, the level of self-efficacy appears to be a strong predictor of training transfer into improved job performance. People perform well when they feel enthusiastic and confident.


Gauging pre-learning self-efficacy is a good way to initially assess the potential readiness of learners and perceptions of the value of the training. If a large number of trainees think that they will not be able to complete the programme, this is likely to be a signal that something may not be right: selection of trainees, proposed style of learning or content or level of learning.


However, ChiefMentor programs demonstrate that self-efficacy is a malleable concept. Intelligent programs and skilful trainers can build confidence.

A Checklist to Ensure reinforcing the trained skills?

A lack of systematic and planned follow-up is the number one reason why training of any sort fails in organizations. As much-or more-time and money need to be spent on what happens after the classes as is spent preparing and conducting the classes. A honest answer to the following questions will help find the root cause of many training failures.








Customers’ view of your company

ChiefMentor programs continually reiterate that ‘value’ and ‘satisfaction’ are influenced by many factors throughout your customers’ overall experience with your organization. These factors include your organization’s customer relationships, which help to build trust, confidence, and loyalty.


How many managers stop and look, “what is my customers’ view of my company”? The customer is seeing our companies only from two view points, that of Performance & Quality.


From ChiefMentor programs managers experience that ‘quality’ means much more than reducing defects and errors, merely meeting specifications, or reducing complaints.


Nevertheless, these factors contribute to your customers’ view of your organization and thus also are important parts of customer-driven excellence. In addition, your organization’s success in recovering from defects, service errors, and mistakes is crucial for retaining customers and engaging customers for the long term.

Managers and Situated Learning

At its simplest, situated learning is learning that takes place in the same context in which it is applied. Lave and Wenger argue that learning should not be viewed as simply the transmission of abstract and decontextualised knowledge from one individual to another, but a social process whereby knowledge is co-constructed; they suggest that such learning is situated in a specific context and embedded within a particular social and physical environment.


Situated learning was first projected by Jean Lave and Etienne Wenger as a model of learning in a community of practice. This type of learning allows an individual (students/learner) to learn by socialization, visualization, and imitation. Learning begins with people trying to solve problems. When learning is problem based, people explore real life situations to find answers, or to solve the problems. Hung’s study focuses on how important being social is to learning. In believing that learning is social, Hung adds that learners who gravitate to communities with shared interests tend to benefit from the knowledge of those who are more knowledgeable than they are. He also says that these social experiences provide people with authentic experiences. When students are in these real-life situations they are compelled to learn. Hung concludes that taking a problem-based learning approach to designing curriculum carries students to a higher level of thinking.

The theory of situated learning claims that every idea and human action is a generalization,adapted to the ongoing environment, because what people see and what they do arise together. From

this perspective, thinking is a physical skill. As we create names for things, shuffle around sentences in a paragraph, and interpret what our statements mean, every step is controlled not by re-instantiated grammars and previously constructed plans, but adaptively re-coordinated from previous ways of seeing, talking, and moving. Situated learning is the study of how human knowledge develops in the course of activity, and especially how people create and interpret descriptions (representations) of what they are doing.

The Differentiation is Learning

In this competitive world, we differentiate or die. Organizational learning can be your differentiation as it results in

Knowledge is a competitive advantage, but it is also more broadly distributed. Knowledge is an asset, but it is not usually accounted for on the bottom line. It can leave your organization and suddenly emerge at your competitors'. Employees may possess certain knowledge, but the organization has not benefited, cannot, and will not benefit from that knowledge without an adequate structure to enhance and support it.

ChiefMentor programs are fast enough to match foreign competitors' product development or identify an opportunity in the marketplace. They are Keen enough to deliver higher levels of customer service or achieve leaps in productivity. And smart enough or sensitive enough to manage a polyglot workforce or satisfy the needs of its best employees.

Knowing your customers and how they see your company will help you build a business strategy that delivers results. Therefore, effective managers and successful companies ask questions like,



And ChiefMentor programs help them find accurate answers.

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Irina Saxon,  Senior Consultant

Snehal Joshi, Editor

Erica Sebastian , Editor

Kate Welsh, Consultant

Alice Rawe, Mentor, Chicago

Charlotte Walt, Mentor, Long Island

Harry Morris,  Consultant

Innovation is Not for R&D Alone! Working with the Results in Mind 5 When Agility is the Ability Innovations in Learning Innovations Knowledge Critical Success Factors & Training Needs Innovation is Not for R&D Alone! Working with the Results in Mind 5 When Agility is the Ability Innovations in Learning Innovations

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3D Executive Excellence Framework

Innovations in Advanced Learning Theories &


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