5d - Feedback

  
 Ongoing feedback
Minimize
The apprentice needs to know whether or not he/she is good enough at what he/she's doing.

During the workday, the apprentice often gets feedback from colleagues and possibly also customers.

As a trainer,you need to pay extra attention to whether or not the apprentice is getting response about his/her work:
  • What is right - and why ?
  • What is wrong - and why?
  • What should possibly be done differently next time - and why?
  • What should be done it the same way - and why?
Ongoing response increases the apprentice's chances for learning!
  
 "Time out"
Minimize
As a trainer, it can sometimes be a good idea to stop and do a "time out" .

A time out means that you lift yourself up to a "helicopter perspective" and look at things from 'above'.

The trainer invites the apprentice to a talk about what is going on right now.

A time out can be about:
  • Giving feedback to the apprentice: What is good and what is not good about the apprentice's work? Give reasons.....
  • Discussing whether this is a good way to do the task. Considering whether it might be done in another way...
  • Asking the apprentice to think about what he/she is working with at the moment: What's difficult? What's easy? Problems/solutions?
  
 Making learning visible
Minimize
All apprentices need to feel that they are learning something. It motivates and helps to keep them in the training programme. But as a trainer, you don't always think about this in your daily work.

Goal-oriented youths are expecially eager to learn. They know what they want. If they don't feel they are learning enough, they will find a new training workplace, if they can.

The insecure youths lack self-confidence and drive. Therefore, it is important that they also feel their skills are improving. It gives them self-confidence and encouragement to do more.

One way of making learning visible to the apprentice is to talk to him/her:

  • Before the apprentice starts a task
  • While he/she is doing the task
  • After the apprentice has finished the task.
Get the apprentice to think about what he/she is doing and why. That is, putting action into words!

The apprentice has to learn to use professional reasoning, which may be new to him/her.

The apprentice should see that he/she has "moved forward", and now knows and can do things he/she couldn't in the beginning of the training programme!
  
 Consultations with the apprentice
Minimize
It is important to have consultations with the apprentice regularly. This should happen at least once in a workplace training period. But it's a good idea to do it more often, for example once a month.

The purpose of the consultation is for the trainer and apprentice talk about how things are going, and what possibly needs to change:

You can talk about the following:
  • Is the apprentice happy in the company (why/why not)
  • Is the apprentice learning enough
  • Is the work too easy/too hard
  • Is the he/she getting too little/too much help
  • What is going well/not so well, what does he/she need to be better at
  • What has the apprentice learned
  • What does he/she still need to learn
  • Ideas/suggestions from the apprentice
Remember to have enough time (for example 30 min.) for the consultation, and to find an undisturbed place.

Last but not least: Remember that both parties need to be heard. This will benefit both of you.
brand

5 - The learning process

Login