| | | Living in Learning | |  2009 | 20 articles |
| Page 1 of 1 | Previous | Next | LIVING IN LEARNING AUGUST 14, 2009 The Learning Continuum – Using the PDR Design Model recently had the honor to participate as a panelist in the July 27, 2009 online discussion sponsored by Learning Trends, ISA, and Training Magazine Network. Many of us cut our professional learning design teeth using the long-held tradition of the ADDIE instructional design (ISD) model. In our blogosphere I have heard how “old school”, and in some cases, how obsolete this foundational design model from the 1960s has become. If age denotes obsolescence, then I am in trouble for sure. Insightful words to be sure, certainly not an overt indictment of ADDIE. training. So what do we do? | LIVING IN LEARNING NOVEMBER 25, 2009 Covert Consulting: A Survival Competency for Today’s Training Organizations The phone rings early, and I answer without the benefit of my first cup of caffeine. The Senior Vice President of Sales and Marketing is on the line being his usual all-business self, even at 7:05am. He makes a simple request – “If we’re going to become a world-class Marketing organization, we’re going to have to fix the Marketing University catalog.”. The need for caffeine kicks up another notch as he gets to the heart of his professional opinion – and his request. We don’t have the right courses in the catalog, and I need your help to fix that.”. gave him my standard consultant’s reply. | | | | | |
| LIVING IN LEARNING AUGUST 23, 2009  PDR Design Model Supports Shift to Learning Design in the Work Context The concept of a learning shift represents a course correction by the USS Training Department. We are under full steam and headed into the shallows, and are in danger of running aground. We are trying to fight an insurgency with an army equipped with tactics and weaponry that do not fit the field of battle. Our rules of engagement must expand (or shift) to accommodate a new field of battle. | LIVING IN LEARNING JANUARY 4, 2010 Learning Discovery – The Art of Defining Work Context Josh Bersin of Bersin & Associates referenced in July 2009 on the “The Future of the Business of Learning” webinar that training organizations spend upwards of 80% of their time and resources focused on formal training activities. Work context? Why not the art of defining knowledge and skill requirements? After all, we are talking about learning here, and training is obviously a part of that, right? Certainly, it is…and that is exactly the point of this writing – training is indeed a part of learning – and in some cases, only a very small part. | LIVING IN LEARNING JANUARY 1, 2010 Learning Discovery: The Art of Defining Work Context Josh Bersin of Bersin & Associates referenced in July 2009 on the “The Future of the Business of Learning” webinar that training organizations spend upwards of 80% of their time and resources focused on formal training activities. Work context? Why not the art of defining knowledge and skill requirements? After all, we are talking about learning here, and training is obviously a part of that, right? Certainly, it is…and that is exactly the point of this writing – training is indeed a part of learning – and in some cases, only a very small part. | LIVING IN LEARNING DECEMBER 21, 2009 The False Promise of Training as a Driver of Performance Certainly, this title may sound like blasphemy to some of us in the training business. On the other hand, it may be even more of a shock to those who depend upon those of us in the training business to drive performance in the organization. Following is a deceptively simple formula that illustrates why a successful training solution may render a false promise of improved performance: . Value of Training = Performance Concept – Tactical Application. Okay, I confess to making this up, but from a level 3 & 4 evaluation perspective, the logic is surprisingly sound. Not so. Life was good. | | | | | | | |
| -
LIVING IN LEARNING | TUESDAY, OCTOBER 27, 2009 LMS Envy: The Love-Hate Relationship with Technology
-
LIVING IN LEARNING | SATURDAY, OCTOBER 10, 2009 The Art of Training People and Bears Using a Learning Continuum
Have you ever been to the circus and watched a bear ride a bicycle? For this to happen, that bear experienced formal learning and acquired some significant skills training; the very same skills you and I learned in our youth. The bear’s classroom is a hundred-foot diameter circle that doubles as their workspace. Our learner’s “circus ring”, defined by the classroom, is where they demonstrate proficiency either by doing something successfully or by passing a test of one sort or another. If their classroom doubled as their workspace too, our training effort could stop there. Figure 4.1. Right! MORE >> -
LIVING IN LEARNING | FRIDAY, SEPTEMBER 11, 2009 Change Leadership: When Change Management Is Not Enough
Ask any IT professional if they have a repeatable process for Change Management (CM) and you can expect an unequivocal “Yes we do!” as the response, and likely suffer a sideways glance wondering what motivated such a ridiculous question. Actually, they have no other choice when we consider the nature of Change in the scope of their IT world. Systems constantly change to meet new business demands, and/or software applications need frequent additions or modifications. Rigorous testing procedures, validation, and documentation are required. This all makes perfect sense, right? Of course not! MORE >> -
LIVING IN LEARNING | FRIDAY, SEPTEMBER 4, 2009 Harvesting Learning’s Fruit: A Downstream Training Investment
Nothing beats rave reviews in level one verbatim comments and nothing better than everyone scoring perfection on level two assessments, unfortunately, the real action that matters is manifest downstream from where we earn our accolades. In an earlier post, I introduced the concept of a Learning Continuum defined by three phases: • Prepare – to create readiness in our learners prior to formal training. Deploy – delivery of formal training in a variety of blends. Reinforce – post-training implementation intended to sustain capability. Refer to Figure 3.0 for illustration as you read. Figure 3.0. MORE >> -
LIVING IN LEARNING | MONDAY, AUGUST 31, 2009 Living in Learning is Resource #100 @ eLearningLearning
I’m anxiously awaiting a shroud of balloons and confetti at the news of being number 100. Living in Learning is a new blog that renders rants, raves and ramblings of one who wakes up every day living in learning. Recent momentum centers on the evolution of training departments into business partners who create continuous learning environments. The current of learning matching the flow of business should yield a single velocity where learning and work are part of the same motion. Precious few of us see training budgets increasing. The days of tracking training activity are long gone. MORE >>
- Living in Learning – 100th Resource @ eLearningLearning LIVING IN LEARNING | FRIDAY, AUGUST 28, 2009
- Get Your Paws Off My Training Budget LIVING IN LEARNING | FRIDAY, JUNE 26, 2009
- Learning Agility: Re-Invention with Performer Support LIVING IN LEARNING | SUNDAY, JULY 12, 2009
- Learning Think 2.0 LIVING IN LEARNING | MONDAY, JULY 20, 2009
- Work Context Drives Learner Intent LIVING IN LEARNING | TUESDAY, JULY 21, 2009
- The Future of Learning is Not Now! LIVING IN LEARNING | FRIDAY, JULY 24, 2009
- Training to Learning – The Impossible Shift LIVING IN LEARNING | FRIDAY, JULY 31, 2009
- Training Must Swim to the Current to Survive LIVING IN LEARNING | THURSDAY, AUGUST 6, 2009
- The Death of Training: Rumors Have Been Greatly Exaggerated LIVING IN LEARNING | SATURDAY, AUGUST 8, 2009
| |
DigitalChalk eLearning