Clive on Learning

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Driving behavioural change across the people profession

Clive on Learning

This led us to adopt an innovative design, centring on storytelling, authentic challenges, personal exploration, reflection and social interaction. We were determined not to bombard learners with abstract information.

Change 59
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Fresh thinking in learning and development - for members only

Clive on Learning

Dr John McGurk, CIPD''s Adviser on Learning and Talent Development, has commissioned three reports from UK academics: Neuroscience and learning - explores how learning can be informed by neuroscience Cognition, decision and expertise - addresses cognition, decision-making and the role of expertise and professional judgement Insight and intuition - (..)

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First thoughts on the TM benchmark

Clive on Learning

A requirement for external contractors to be innovators in learning technology : "In terms of working with external providers for skills programmes, over 80% of organisations say that innovative use of learning technology will be a deciding factor in their selection of an external learning provider in the future.

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In memory of Hanif Sazen

Clive on Learning

I have worked with Hanif on a number of projects, most notably The Blended Learning Cookbook , which Saffron published and which contained a number of examples of Saffron’s innovative blended learning projects.

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goalgetter - assisting the transfer of learning

Clive on Learning

Rob is an excellent designer and a real innovator, so I feel compelled to use this blog to tell you about what he's up to with this product. Now I have to admit an interest here because goalgetter is the brainchild of Rob Hubbard, a colleague of mine and my successor as chair of the eLearning Network.

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What's the point in competency frameworks?

Clive on Learning

So I developed my own list of pros and cons and here’s what I came up with: Against: Competencies are often expressed at such a high level (‘innovativeness’, ‘leadership’) as to be meaningless and in no way observable. At the other extreme, competencies can in such detail and so specific to a particular context as to be unworkable.

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Insights: Formal courses are not dead, just different

Clive on Learning

He argued that organising courses was the easy option, but that to create effective learning interventions which were meaningful in terms of the job called for much more effort, imagination and innovation. Forty years later, we're getting the message. As ever, the pendulum tends to swing too far.

Course 101