Session 1 by Milky

Session 1 -   experience sharing about learning in          workplace

Personal mastery

• As We are about to enter society, has gradually become the main body of society, bear the main responsibility of the community. But we must also constantly learning, which can not be avoided. To master more than a good points, based on the spirit of pooling resources, you will be able to continuously learn new knowledge, enhance our ability to have a good attitude. Entering the job market to bear the burden of life, making the learning into daily leisure activities; at school, learning is the "main business" . So,after learning there will certainly be more difficult, do not use original ideas and requirements in the school to deal with the learning at work.

Shared vision       

• Education and training is no longer seen as being solely the realm of educational institutions. Education and training is increasingly viewed in terms of a broader system involving workplaces, educational institutions, individuals and a variety of other government and community organisations. The increasingly competitive nature of the economy, and demographic, occupational and workplace change, have had a significant impact on the nature of the workplace.These changes have meant that the skill level of employees must be continuously developed. The skill mix required by organisations is changing, with employers demanding generic skills such as communication and problem-solving skills, in addition to technical skills.As such, workplace learning, both formal and informal (informal learning), is taking on an increasingly important role in the education and training of the workforce. Currently, much of the training in the workplace is not accredited; however, the total extent and diversity of workplace learning is vast.

Mental models  

• Building on the conceptual foundations suggested in the previous two papers in this issue, this article describes the application of a workplace learning cycle theory to the construction of a curriculum for a graduate-level course of study in workplace education. As a way to prepare chief learning officers and heads of corporate universities, the piece argues, one can engage students in the process of analyzing the learning and knowledge-use in a work environment through the lenses of the pedagogical and curricular concepts in these and other writings. Moving beyond the traditional concept of “training” for specified competencies, the graduate program aims to enable students to understand and use the more generative concepts of workplace knowledge-use, and to promote learning as an essential feature of organizational life.

Team learning 

• In short, to the process of living and working constantly to learn and improve their life-long learning. Help in the field, sensitive and eager to learn, are our best teachers, that success is not any shortcut you can go, instead of pains takingly personal gain how opportunistic, evasive, and not as a little bit of their own inadequacies to improve, and ultimately improve.

Systems thinking 

• Attention to detail, giving top priority to learning Many times, our failures, not because of the general direction of the reason, but may be because the details of the errors and carelessness. Or because the wrong point of miscalculation of the numbers, punctuation, one word. So, I think the more simple things more complicated things, the more look and do not know the things that should be patient and meticulous to complete it, do it well, truly successful.

• This giving top priority to learning, let me be able to learn from colleagues in the words and articles to a lot of knowledge, but also by the correlation of knowledge with other knowledge, so I know these, but also know why, so then the ability to understand, and rapid integration into the company's collective common progress, the same starting line.