Punch & Judy training content?

[Horse]

Training takes many forms and styles.

Recently, for companies 'training' all of their staff (whether they needed it or not, whether it made a difference or not), I heard the wonderful expression of 'sheep dip' training.

When I first got involved, we used to teach learners the (then current Roadcraft) 7 point system. The technique used was to stand at one end of the training area (a school playground / tennis courts) and use hand signals and 'mime' to prompt the rider on what actions to take. AKA 'monkey see, monkey do'.

There's a principle called the 'spiral curriculum'. In essence this means revisiting content as the learner improves through the conscious competence scale.

Initially, when the learner knows little or nothing, then training tends more towards the basics of 'do this'. But at what stay should trainees start to challenge what they are being asked (told?) to do. Is that Mr Punch training, "That's the way to do it!"?

^ Thoughts prompted by this, seen today:

20211120_110341.jpg (182.7 KiB) Viewed 250 times

[Mussels]

I've been on courses where questioning stuff is not appreciated, mainly because the instructor doesn't understand the subject properly.

[Horse]

I've been on courses where questioning stuff is not appreciated, mainly because the instructor doesn't understand the subject properly.

I've had a few instances where trainees have wanted to have justification. If I couldn't provide it, then I looked into it. Sometimes, leading to improvements.

Vs 'Reading off the PowerPoint

[Cousin Jack]

I've been on courses where questioning stuff is not appreciated, mainly because the instructor doesn't understand the subject properly.

Moi aussi. I have also been on 'courses' where some of the engineers in the audience were falling about in hysterics at the explanations offered.

[Horse]

I have also been on 'courses' where some of the engineers in the audience were falling about in hysterics at the explanations offered.

Know anything about technical drawing?

At Tech college, on day release, the tutor was explaining the difference between first- and third-angle projection.

Of 12 in the class, 6 of us were trainee draughtsmen.

After a few minutes there were 'what?' glances, and general agreement. "Errr ... you've got the wrong way around."

[The Spin Doctor]

I've been on courses where questioning stuff is not appreciated, mainly because the instructor doesn't understand the subject properly.

I've had a few instances where trainees have wanted to have justification. If I couldn't provide it, then I looked into it. Sometimes, leading to improvements.

Vs 'Reading off the PowerPoint

Likewise. There aren't many times I can't give a reasoned explanation for what I train and discuss (mostly because I thought pretty carefully before I put the courses together or write my articles) but occasionally someone does bring a new insight or link to some research that may not agree with what I'm talking about... then it's time for me to re-evaluate... or critique the new information

[The Spin Doctor]

Know anything about technical drawing?

Ha. That brings back memories...

Sitting in a biogeography lecture during my degree and our tutor - a very nice guy by the name of Brian Turner - was talking about the well-known phenomenon of latitudinal gradient in species diversity; that is, there are very few species at the poles and many, many more at the tropics.

And he referenced a paper that looked at the issue by counting the numbers of different species per 10 degrees of latitude / longitude. The authors found fewer species at the poles / more at the tropics... just what you'd predict.

Just one problem... they had compared each 10 x 10 block as identical. Given just a moment's thought, it's quite obvious that the blocks at the poles are MUCH smaller than the blocks at the equator.



I pointed this out, expecting that I'd missed something in the maths to compensate...

...but there was silence as Brian digested this. A long pause. Then he said "do you know, I don't think anyone has ever pointed that out before".

[Horse]

Know anything about technical drawing?

it's quite obvious that the blocks at the poles are MUCH smaller than the blocks at the equator.

I pointed this out, expecting that I'd missed something in the maths to compensate...

...but there was silence as Brian digested this. A long pause. Then he said "do you know, I don't think anyone has ever pointed that out before".

Reminded me of this:

Arthur C. Clarke wrote about the four stages of any new idea as follows:

It’s nonsense.
It may be real but it’s not important.
I always said it was important.
I thought of it first!

(Which I have been reminded of many times over the years when promoting countersteering )

Searching for which also found this:

https://www.cse.unr.edu/~sushil/class/c ... cs202.html

MURPHY'S LAWS
Nothing is as easy as it looks.
Everything takes longer than you think.
Anything that can go wrong will go wrong.
If there is a possibility of several things going wrong, the one that will cause the most damage will be the one to go wrong. Corollary: If there is a worse time for something to go wrong, it will happen then.
If anything simply cannot go wrong, it will anyway.
If you perceive that there are four possible ways in which a procedure can go wrong, and circumvent these, then a fifth way, unprepared for, will promptly develop.
Every solution breeds new problems.

[Horse]

Today, LinkedIn notes:

“Education is not the learning of facts, but the training of minds to think.”
Albert Einstein

Then thinking, "I need education"?