In today’s world, where anyone can profess to be anything, words like “innovative” and “revolutionary” are second only to “best” and “leading provider” when it comes to those that are overused and misused in describing training courses and training providers.
But the reality is that imitation is not innovative, and regardless of how many times someone proclaims it, or how many different ways they try to say it, imitation is not leadership.
There is a huge difference between saying “we train to a standard,” or “we measure student performance,” and actually doing one, the other, or both.
Just saying those catch phrases doesn’t make it so – actually doing these things requires collecting verifiable, relevant data (and lots of it), understanding precisely what the data means, translating it into useful information that will guide student improvement, communicating that information in a way the student can easily comprehend…and being able to do that in a way that enhances as opposed to impedes the learning process.
By Joe Autera Those who’ve attended VDI’s “Best Practices for the Solo Practitioner” course have heard us discuss the fact that absent a serious, credible threat most Principals are not likely to be very receptive to increased security measures; and “serious, credible threat” in the minds of many Principals means that someone in a similar […]
Having been involved in the EP profession in one form or another for quite some time now, it astounds me how often newcomers are asking the same questions over and over again, particularly on social media outlets. Now, there is a very real possibility – and some strong indications – that a fair amount of what’s happening in terms of the same basic questions being asked repeatedly is, in fact, actually a high tech form of “astro turfing”. That’s where someone with a vested interest in the response to a given question creates a digital “alter ego”, or uses a surrogate, to ask a particular question and then offers up a response that meets their objective.
As we touched upon in the first part of this article, a lack of training which focuses specifically on developing and improving both the capacity and capability to perform decision making tasks under stress places the practitioner at a significant disadvantage.
