About Training Insights
COMPANY HISTORY
Beginning with the strategic transformations of the past three years, the telecommunications industry is morphing onto something Judge Harold H. Greene could not have imagined when, in 1982, he signed the Modified Final Judgment (MFJ) and unleashed competition in the long distance industry. Accelerating transformation was ignited with President Clinton's signing of the Telecommunications Act of 1996. Telecommunications has simply become both the accelerator and speedometer of change in our world. And despite the current and persistent judicial/legislative umpiring among the industry's competitors, in which not even expert observers seasoned with decades of involvement pretend to see resolution, for better and worse Pandora's Telecommunications Box is open.
Training Insight's mission is training and equipping its clients not simply where to recognize the many confusing consequences in all this upheaval, but indeed how to seize upon the opportunities it provides. In this risky environment, inspired management prudently exploits where best it may. Unfortunately, sometimes lost in the calculation are the training needs essential to materializing your vision.
Thanks to her amazingly clear insight into the breadth of the industry, developed over decades by teaching the bits in digital frames to navigating among the players in merger games, Ms. Smith draws on an experiential database unmatched in telecommunications training. You and your employees can gain and apply this practical wisdom to your lasting benefit when Virginia comes to town. With her gifts for "having it finally make sense" and a refreshing caring about your employees and the marvelous results to follow, we know that you too will be motivated to form a continuing relationship with Training Insights.
TRAINING INSIGHTS, INC. TOP THREE CORPORATE TRAINING STANDARDS
Virginia C. Smith
She is also a renowned trainer and business-career coach.
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Training Insights, Inc. employs all adult learning theories as follows:
When training adults, one must build a foundation. In order to accomplish this, Training Insights works with the "Branching Theory". The "Branching Theory", for example states; if the student is to learn a billing system process, then one must explain what a billing system is prior to covering the process. Or, before one teaches the features of a calling card, the calling card must be explained.
- "When I hear I forget; When I see I remember; but When I do I understand." Training Insights uses the 3 Es "Explanations, Examples, and Exercises", during the learning process. We include highly interactive lectures, courseware requiring the student to take notes, and we "do it" with capstone case studies. We also use Evening Learning Opportunities (ELO’s) during 2 and 3 day classes, allowing the student to reinforce what they have already learned in class. Pre-tests are usually used to determine if in fact a student is ready for new material.
- Training Insights uses the 20/20/20 rule. Adults will only sit and listen to a topic for the time it takes to run a sitcom without the commercials, that is, 20 minutes. "TI" implements this rule by first lecturing on a topic for 20 minutes, then there is 20 minutes of interaction on the topic, and last but not least there is a Q&A for 20 minutes. We then have a break for 10 minutes and proceed building a new topic.
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Adult learning theory states there are 4 levels of learning, as follows:
- Consciously Competent "You know that you know." The best scenario.
- Unconsciously Incompetent "You don’t know that you don’t know." This is the worst scenario as the student will never know they need help.
- Unconsciously Competent "You don’t know that you know."
- Consciously Incompetent "You know that you don’t know."
Training Insights, Inc. recommends continuous training. We are firm believers that part of anyone’s career path needs to include continuing education, including corporate support for college/university degrees.
Training Insights uses McGregors course development methodologies. A course is developed based on the terminal or final objective of the class, which has been previously approved by the company’s/division’s management. The course is then built using modules, starting with basic topics and working through to the final skill/concept, which is the required goal/objective of the course. Throughout the course, task and enabling objectives are used in order to prepare the student to complete the final/terminal objective with flying colors.
A task objective is a teaching component used in order to accomplish the enabling objective.
Enabling objectives are chunks or pieces of the terminal objective.
The terminal objective is the final most challenging assessment, which brings together the chunks/pieces that were learned in the enabling objectives.
Each objective must include the following descriptions: Behavior: what the student is expected to do. Condition: under what conditions or with what tools is he/she expected to do it. Measurement: what are the range of acceptable outcomes for the exercise. Standard: According to what success criteria? i.e. the way they learn it in class.
Training Insights, Inc.
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