Steve NelsonCHEP

We have found in our programs that employers continually state that while they appreciate the high level of training our graduates recieve, they appreciate even more the graduates ability to be a good employee. One that can communicate effectivly, write legibly, be on time and work as a member of the employers team.

Often times I can use students that are older and that have been in the work force to add clarity to the expectations that the younger students act and be professional. Students tend to believe each other more readily than the instructor even though the instructor may be very competent and experienced. Is this a tendency in all career school education? Do you think it is because they are older or because they are from the selected peer group ?

Are there modules that cover more in depth questioning techniques and do you think proper direct questioning can aid in student participation?