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Sunanda K. Chavan
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Training - October 5th, 2010

In social and emotional learning, motivation continues to be an important issue during the training phase. The amount of time, effort, and potential threats to one’s self-esteem that occur during social and emotional learning suggest that trainers continue to monitor the individual’s motivation and intervene to bolster it. One of the most important factors influencing motivation during the training phase is the relationship between the trainer and the learner.

1. Foster a Positive Relationship Between the Trainer and Learner - In social and emotional learning, the relationship between the trainer and learner is critically important. Several studies have suggested that trainers who are empathic, warm, and genuine – which are, of course, attributes of Emotional Intelligence – develop more positive relationships with participants in behavior change programs, and they are more likely to be successful. Trainers who use a directive-confrontational style only succeed in making participants more resistant.

2. Maximize Self-Directed Change - People are more likely to develop emotional competence when they decide which competencies to work on and set their own goals. Training for emotional competence also benefits when the trainer adapts the training to match the person’s needs, goals, and learning style preferences.

3. Set clear goals - Social and emotional learning benefits from specific, clear goals. Specific and challenging goals help support social and emotional learning because they maximize self-efficacy, mastery, and motivation. The most effective trainers are able to help the learners set clear and challenging goals without infringing on the learners’ sense of ownership for the goals.

4. Break Goals into Manageable Steps - For many people, trying to bring about even modest improvements in emotional competence can be frustrating. Although challenging goals are more motivating than simple ones, it also helps if the goals are attainable. Thus, when people reach a goal, their self-efficacy increases, which leads to the setting of new and more challenging goals.

5. Maximize Opportunities to Practice - The relationship between practice and learning is one of the oldest and best-established principles in psychology. In social and emotional learning, there often must be more practice than in other types of
learning because old, ineffective neural connections need to be weakened and new, more effective ones established. Such a process requires repetition over a prolonged period of time. And learners need to practice on the job, not just in the training situation but for transfer to occur. The most effective training programs include repeated sessions of practice and feedback.

6. Provide Frequent Feedback on Practice - Feedback is important during the change process as a way of indicating whether the learner is on track. It also can help sustain motivation, for feedback can be highly reinforcing. Feedback is especially useful in social and emotional learning because the learners often have trouble recognizing how their social and emotional behavior manifests itself.

7. Rely on Experiential Methods - More active, concrete, experiential methods, such as role plays, group discussions, and simulations, usually work better than lecturing or assigned reading for social and emotional learning. In order to reprogram neural circuits connecting the amygdala and neocortex, people need to actually engage in the desired pattern of thought, feeling, and action.

8. Build in Support - Change is enhanced through ongoing support from individuals and small groups. Such support is especially valuable for people who are trying to improve their social and emotional competence. Social and emotional training programs usually are more effective when they encourage the formation of groups where people give each other support throughout the change effort.

9. Use Models - Seeing the desired behavior modeled is particularly valuable in social and emotional learning. Learning is further enriched when trainers encourage and help learners to study, analyze, and emulate the models.

10. Enhance Insight - Even though experiential interventions seem to be especially productive for social and emotional learning, insight also can play a useful role. Insight serves as a natural link between situations, thoughts and feelings. It enhances self-awareness, the cornerstone of Emotional Intelligence. And insight often paves the way for meaningful behavior change. The most effective training combines experiential methods and the development of insight.

11. Prevent Relapse - The essence of relapse prevention is to prepare people mentally to encounter slips, to recognize at the outset that setbacks are a normal part of the change process. Relapse prevention is especially important in social and emotional learning because participants attempting to develop these competencies are likely to encounter many setbacks as they attempt to apply new behaviors on the job. Without preparation for these setbacks, they can easily become discouraged and give up before the task of neural relearning has reached the point where the new, learned response is the automatic one.
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Bhautik Kawa
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Re: Training - February 17th, 2016

Quote:
Originally Posted by sunandaC View Post
In social and emotional learning, motivation continues to be an important issue during the training phase. The amount of time, effort, and potential threats to one’s self-esteem that occur during social and emotional learning suggest that trainers continue to monitor the individual’s motivation and intervene to bolster it. One of the most important factors influencing motivation during the training phase is the relationship between the trainer and the learner.

1. Foster a Positive Relationship Between the Trainer and Learner - In social and emotional learning, the relationship between the trainer and learner is critically important. Several studies have suggested that trainers who are empathic, warm, and genuine – which are, of course, attributes of Emotional Intelligence – develop more positive relationships with participants in behavior change programs, and they are more likely to be successful. Trainers who use a directive-confrontational style only succeed in making participants more resistant.

2. Maximize Self-Directed Change - People are more likely to develop emotional competence when they decide which competencies to work on and set their own goals. Training for emotional competence also benefits when the trainer adapts the training to match the person’s needs, goals, and learning style preferences.

3. Set clear goals - Social and emotional learning benefits from specific, clear goals. Specific and challenging goals help support social and emotional learning because they maximize self-efficacy, mastery, and motivation. The most effective trainers are able to help the learners set clear and challenging goals without infringing on the learners’ sense of ownership for the goals.

4. Break Goals into Manageable Steps - For many people, trying to bring about even modest improvements in emotional competence can be frustrating. Although challenging goals are more motivating than simple ones, it also helps if the goals are attainable. Thus, when people reach a goal, their self-efficacy increases, which leads to the setting of new and more challenging goals.

5. Maximize Opportunities to Practice - The relationship between practice and learning is one of the oldest and best-established principles in psychology. In social and emotional learning, there often must be more practice than in other types of
learning because old, ineffective neural connections need to be weakened and new, more effective ones established. Such a process requires repetition over a prolonged period of time. And learners need to practice on the job, not just in the training situation but for transfer to occur. The most effective training programs include repeated sessions of practice and feedback.

6. Provide Frequent Feedback on Practice - Feedback is important during the change process as a way of indicating whether the learner is on track. It also can help sustain motivation, for feedback can be highly reinforcing. Feedback is especially useful in social and emotional learning because the learners often have trouble recognizing how their social and emotional behavior manifests itself.

7. Rely on Experiential Methods - More active, concrete, experiential methods, such as role plays, group discussions, and simulations, usually work better than lecturing or assigned reading for social and emotional learning. In order to reprogram neural circuits connecting the amygdala and neocortex, people need to actually engage in the desired pattern of thought, feeling, and action.

8. Build in Support - Change is enhanced through ongoing support from individuals and small groups. Such support is especially valuable for people who are trying to improve their social and emotional competence. Social and emotional training programs usually are more effective when they encourage the formation of groups where people give each other support throughout the change effort.

9. Use Models - Seeing the desired behavior modeled is particularly valuable in social and emotional learning. Learning is further enriched when trainers encourage and help learners to study, analyze, and emulate the models.

10. Enhance Insight - Even though experiential interventions seem to be especially productive for social and emotional learning, insight also can play a useful role. Insight serves as a natural link between situations, thoughts and feelings. It enhances self-awareness, the cornerstone of Emotional Intelligence. And insight often paves the way for meaningful behavior change. The most effective training combines experiential methods and the development of insight.

11. Prevent Relapse - The essence of relapse prevention is to prepare people mentally to encounter slips, to recognize at the outset that setbacks are a normal part of the change process. Relapse prevention is especially important in social and emotional learning because participants attempting to develop these competencies are likely to encounter many setbacks as they attempt to apply new behaviors on the job. Without preparation for these setbacks, they can easily become discouraged and give up before the task of neural relearning has reached the point where the new, learned response is the automatic one.
Hey Sunanda,

Good Information on Training in social and emotional, i found information on Diversity and Emotion and would like to share it with you and other student's. So please download and check it.

Thank you!


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Jayashree Iyer
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Re: Training - January 11th, 2017

There are numerous sources of online information about training and development. Several of these sites (they're listed later on in this library) suggest reasons for supervisors to conduct training among employees. These reasons include:

Increased job satisfaction and morale among employees
Increased employee motivation
Increased efficiencies in processes, resulting in financial gain
Increased capacity to adopt new technologies and methods



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